Oakland  Public  Schools 

A  ^m^  I  A  School  System  for  All  of  the  Children 

A^ggl  of  All  the  People 


Reprint  of  the  Report 

of  the 

Department  of 
Research 


VIRGIL  E.  DICKSON.  Director 


sity  of  California] 
;hern  Regional 

jrary  Facility        Being  Part  of  a  Report 

of  the 

Superintendent  of  Schools 

of  Oakland,  California 


1917*1918 


4 


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1131 


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Southern  Branch 
of  the 

University  of  California 

Los  Angeles 


Form  L  1 


LB 
MB* 


This  book  is  DUE  on  the  last  date  stamped  below 


:  1927 


JUL  1  5  1931 


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RECEIVED 


Form  L-9-5m-5,'2  I 


REPORT  OF  THE 

Department  of  Research 


VIRGIL  E.  DICKSON 

DIRECTOR 


REPRINTED    FROM   THE 

SUPERINTENDENT'S  ANNUAL  REPORT 

OAKLAND  PUBLIC  SCHOOLS 

OAKLAND,  CALIFORNIA 

1917  1918 


FOREWORD 

Theoretically,  the  principle  of  measurement  has  already 
become  well  established  in  the  minds  of  school  administrators 
and  executives.  It  yet  remains  for  it  to  be  practically  applied 
as  a  part  of  the  scheme  of  administration  in  anything  like  a 
universal  sense.  The  Oakland  Public  Schools  have  subscribed  to 
the  principle  as  being  one  of  the  outstanding  characteristics  of 
an  efficient  school  system.  Belief  in  the  principle  extends  not 
only  to  members  of  the  executive,  administrative,  and  supervis- 
ory corps,  but  to  practically  all  members  of  the  teaching  body 
as  well. 

To  apply  the  principle  practically  as  one  of  the  fundamentals 
of  an  efficient  school  system  as  indicated  in  the  standards  sug- 
gested on  page  19  of  this  report,  it  is  necessary  that  the  spirit 
of  measuring  and  weighing  results  be  constantly  and  actively 
present  in  the  minds  of  all  the  workers  in  the  schools.  When 
this  becomes  a  fact,  we  shall  have  the  principle  applied  to : 

a.  Classroom  results  in  the  so-called  academic  subjects. 

b.  To  the  final  product  of  the  schools  as  that  product  enters 
the  workaday  world  through  the  placement  machinery  of  the 
schools  and  through  the  gradually  closer  co-operation  between 
the  schools  and  industry. 

c.  To  the  children  themselves  in  the  application  of  class- 
room methods  and  the  content  of  the  course  of  study. 

d.  The  costs  of  the  schools  in  all  units  of  organization  and  in 
all  classes'- e'£  .-services. *•:  •     j  •'♦  *"\  •*:  •••     •  .*••.•:  : 


The  completeness  w^tkwhjcli,  the  schools  asan 
theirfield  of  work;,''     :•  •  >••  .;•  •••  :*  :  ;  •*'*-  *.••* 


e.    1  he  completeness  wjth.  which,  the  schools  as  an  institution 
cover 


The  report  of  the  Director  of  Research  which  follows  here- 
with is  the  best  evidence  of  the  way  in  which  this  principle  is 
becoming  a  part  of  the  working  program  in  the  Oakland  School 
System. 


n 


Superintendent. 


}  I  3  1 


REPORT    OF   THE   DEPARTMENT    OF   RESEARCH 

Virgil  E.  Dickson,  Director 

The   Interest  in   Research   Work  Aroused   Among   Teachers 

and  Principals. 

During  the  year  it  has  been  the  constant  purpose  of  the  Department 
of  Research  to  assist  principals  and  teachers  in  discovering  and  attacking 
some  of  the  common  problems  of  the  classrooms,  and  an  endeavor  has 
q    been  made  to  arouse  interest  in  "internal  survey"  work. 

"What  do  we  have  to  work  with  compared  with  what  other  teachers 
have?" 

"What  are  we  doing  compared  with  what  others  are  doing?" 

An  honest  attempt  to  answer  such  questions  is  of  great  assistance  to 
both  teachers  and  pupils. 

The  Director  of  Research  has  given  thirty-two  addresses  to  gatherings 
of  teachers  and  principals  in  different  schools  on  the  subjects  "Standard 
tests  in  classroom  work,"  and  "Psychological  tests."  He  has  also  given 
two  courses  of  lectures  of  ten  hours  each  on  psychological  testing  of 
school  children.  One  class  was  attended  by  twenty-five  first  grade  teachers. 
The  other  class  was  attended  by  forty-five  principals  and  supervisory 
officers. 

The  adjustment  of  the  school  curriculum  to  needs  of  pupils,  the  pro- 
motion and  progress  machinery,  the  causes  of  slow  progress,  the  segre- 
gation of  pupils  into  groups  according  to  ability — all  these  are  problems 
that  must  be  attacked  from  the  administrative  angle.  Teachers  may  see 
needs  for  readjustment  and  be  anxious  to  make  the  necessary  changes 
but  they  are  very  helpless  unless  they  have  the  co-operation  of  the  admin- 
istrative forces.  Hence  the  class  for  principals  was  organized  that  we 
might,  all  working  together,  study  these  problems. 

The  class  for  first  grade  teachers  was  organized  because  we  need  to 
study  individual  differences  and  to  make  adjustments  to  the  child's  needs 
as  early  as  possible  in  his  school  career.  A  discussion  of  the  serious  need 
for  readjustment  of  conditions  as  found  in  the  first  grade  is  made  in 
another  part  of  this  report. 

Great  interest  has  been  shown  by  both  teachers  and  principals  with 
the  result  that  the  Research  Department  has  been  flooded  with  calls  for 
help  which  it  could  not  find  time  to  give. 


174  SUPERINTENDENT'S     ANNUAL     REPORT 


RESEARCH  WORK   IN   THE   ELMHURST,   LAUREL, 
SANTA  FE   AND   PRESCOTT  SCHOOLS 

The  four  schools,  Elmhurst,  Laurel,  Sante  Fe,  and  Prescott,  were 
selected  for  experimental  study  for  two  reasons:  (1)  Because  of  the 
variety  of  classroom  and  administrative  problems  involved  in  these 
buildings,  (2)  Because  the  principals  and  teachers  in-  these  schools  were 
anxious  to  co-operate  in  research  studies. 

The  subject  of  arithmetic  was  selected  for  the  first  study  because  the 
tests  in  arithmetic  are  easier  for  principals  and  teachers  to  understand, 
and  because  arithmetic  tests  have  been  given  in  many  schools  over 
the  country  which  makes  comparison  of  standards  of  accomplishment  in 
different  schools  very  easy. 

ARITHMETIC 

The  Courtis  arithmetic  tests — Series  B — were  given  in  the  four  schools 
mentioned  above  in  the  month  of  October,  1917.  Table  No.  1  shows  the 
results  of  these  tests  compared  with  the  standards  that  have  been  set  in 
the  other  places  mentioned.  It  will  be  noted  that  the  Kansas  medians  as 
a  whole  are  lower  than  the  General  medians  and  the  Boston  medians  are 
usually  higher  than  the  General  medians.  In  Grade  Four,  the  Oakland 
schools  are  high  in  speed  and  about  average  in  accuracy  in  addition; 
slightly  below  average  in  both  speed  and  accuracy  in  subtraction;  slightly 
below  average  in  speed,  and  average  in  accuracy  in  multiplication;  while 
long  division  is  not  given  in  the  Oakland  schools  in  the  fourth  grade. 
The  tests  in  long  division  were  not  given  in  the  fourth  grade. 

The  Oakland  medians  would  indicate  that  these  schools  have  a  very 
satisfactory  standard  for  fourth  grade  work  in  addition,  subtraction  and 
multiplication,  unless  we  raise  the  question  of  whether  there  is  not  too 
much  speed  in  addition.  For  example,  note  the  Elmhurst  4B  and  the 
Laurel  4B  grades.  Question.  "Do  these  grades  devote  too  much  time  to 
drill  in  addition,  subtraction  and  multiplication?" 

In  grade  five,  Oakland  again  stands  high  in  speed  in  addition.  All 
other  processes  are  average  except  division  which  is  low  in  both  speed 
and  accuracy.  One  5A  grade  in  the  Elmhurst  school  stands  very  low  in 
everything  while  another  5A  grade  in  the  same  school  stands  high  in  every- 
thing, possibly  too  high.  The  principal  and  teachers  should  be  able  to 
justify  these  differences  or  should  make  some  change  in  their  work. 

The  very  high  showing  of  both  the  5A  and  5B  grades  in  the  Prescott 
school  in  addition  and  subtraction  would  raise  a  serious  question  as  to 
over-stress  or  over-drill  in  these  two  processes.  Standard  tests  should 
enable  us  to  determine  whether  too  much  or  too  little  attention  is  being 
given  to  a  subject,  taking  for  granted  that  the  teacher  has  average  ability 
in  teaching  that  subject.  Any  class  is  open  to  question  when  it  stands  very 
far  either  above  or  below  the  median  for  that  grade. 


ARITHMETIC  TESTS  175 

The  fact  that  long  division  is  not  given  in  the  fourth  grade  may 
explain  why  the  score  is  low  in  division  in  the  fifth  grade,  however,  the 
fact  remains  that  these  Oakland  fifth  grades  are  below  the  standard 
obtained  in  many  other  schools  in  division.  The  question  for  further 
study  is  "What  should  the  standard  be?" 

The  median  for  the  class  is  valuable  to  the  teacher  or  to  the  principal 
because  it  reveals  the  general  quality  of  the  work  of  the  class.  It  is  the 
fulcrum  upon  which  the  class  is  balanced — half  its  number  being  on  one 
side,  half  on  the  other.  For  actual  help  in  teaching,  however,  the  indivi- 
dual record  of  each  pupil  has  the  greatest  value.  Let  us  say  that  the 
standards  set  are  reasonable.  Then  they  should  be  attainable  by  at  least 
half  of  the  children  in  a  normal  class  and  no  pupil  should  fall  below 
the  standard  unless  there  is  a  satisfactory  explanation. 

The  graph  on  page  178  shows  the  test  results  for  two  eighth  grade 
pupils  in  the  Elmhurst  school  in  the  same  class.  The  red  line  is  the 
Boston  standard.  Pupil  X  is  well  above  the  standard  in  every  process 
in  both  speed  and  accuracy,  while  pupil  Y  is  far  below  the  standard  in 
everything.  Pupil  Y  attempts  5  problems  in  addition  and  doesn't  get 
one  right.  In  the  same  period  of  time  pupil  X  tries  14  problems  and 
gets  all  right. 

In  subtraction,  pupil  Y  attempts  7  problems  and  gets  5  right;  in  multi- 
plication he  attempts  8  and  gets  7  right;  in  division  he  attempts  4  and 
gets  2  right.  The  graph  shows  the  teacher  exactly  where  she  should  put 
teaching  emphasis  with  reference  to  these  four  processes  and  these  two 
pupils.  Both  of  these  pupils  will  graduate  (did  graduate)  from  the  8th 
grade  at  the  end  of  the  year.  Is  graduation  from  the  8th  grade  any  index 
of  the  ability  of  these  two  pupils  to  satisfy  an  employer,  say  in  clerical 
work  involving  figures?  Whenever  drill  work  involving  these  four  pro- 
cesses is  given  should  the  teacher  require  both  these  pupils  to  sit  through 
the  same  recitation  or  do  the  same  problems?  A  mental  test  would  prob- 
ably reveal  whether  pupil  Y's  low  record  is  due  to  poor  teaching  or  to  poor 
mentality,  or  to  some  trouble  at  the  time  of  the  test.  The  teacher  knows 
that  these  pupils  differ  greatly  in  ability  but  to  know  just  how  much 
difference  there  is  and  to  know  where  the  weak  or  strong  spots  are  should 
help  her  in  both  the  teaching  and  in  the  management  of  these  pupils. 
Similar  information  concerning  all  her  pupils  should  increase  her  teach- 
ing efficiency.  Every  pupil  should  be  taught  to  make  his  own  graphs  and 
watch  his  own  progress  and  these  graphs  should  serve  as  a  guide  in 
directing  the  teacher's  efforts.  Every  teacher  should  be  taught  to  use  the 
individual  graph  to  help  her  to  diagnose  the  individual  differences  in  her 
class.  It  is  the  plan  of  this  department  to  give  such  assistance  that  many 
teachers  in  Oakland  may  be  taught  next  year  to  use  graphs  and  standard 
measurements  in  their  classroom  work.  The  inquiring  attitude  which  is 
aroused  toward  individual  problems  should  stimulate  to  better  teaching. 


176 


SUPERINTENDENT'S    ANNUAL    REPORT 


COURTIS   ARITHMETIC    TEST 


Table  No.  1 


Addition 

Subtraction 

Multipl 

ication 

Division 

-o 

>> 

o 

a) 
U 

3 

na 

u 
od 

<- 

3 

•v 

u 

ca 
H 

3 

-3 

u 

2 

3 

—      0) 

:  — 
.  a. 

O    3 

g 

Q. 

U 

o 

$ 

o. 

O 
U 

D. 

Q 

zo. 

</> 

< 

C/3 

< 

xn 

>< 

C/) 

■< 

Grade  IV 

4.8 

7.4 

41 
64 

5.3 

7.4 

46 
80 

4.4 
6.2 

41 
67 

3.3 
4.6 

39 

57 

General  Medians 

Boston  Medians.. 

_ 

8 

70 

7 

80 

6 

60 

4 

60 

OAKLAND  Medians.. 

9.8 

68 

6.8 

69 

5. 

63 

Elmhurst  

44 

10 

56 

7 

64 

38 

Elmhurst  

4B 

10.2 

60 

7.2 

65 

4.7 

60 

11 

Elmhurst  

4R 

10.2 

77 

7.2 

73 

6.0 

63 

33 

Laurel   

4A 

8.3 

75 

6.4 

70 

1.6 

28 

13 

Laurel    

4R 

11. 

73 

7 

70 

6.8 

86 

11 

Santa  Fe 

4A 

10.4 

68 

6.7 

68 

37 

Santa  Fe 

4B 

8.5 

70 

6.2 

70 

5.9 

77 

34 

Grade  V 

Kansas  Medians.. 

5.9 

52 

6.8 

63 

5.7 

57 

4.0 

52 

General  Medians 

8.6 

70 

9.0 

83 

7.5 

75 

6.1 

77 

Boston  Medians.. 

9.0 

70 

9.0 

80 

7.0 

70 

6.0 

70 

OAKLAND  Medians.. 

92 

62 

8.5 

76 

6.4 

67 

4.1 

45 

Elmhurst  

5  A 

8.5 

57 

6.7 

53 

5 

44 

3.2 

37 

19 

Elmhurst  

5A 

10.5 

70 

10.2 

83 

7.1 

70 

5 

72 

39 

Laurel  

5  A 

10 

55 

8.3 

80 

8.6 

75 

5 

41 

10 

Laurel    

SB 

7 

56 

7 

73 

6.2 

80 

4 

32 

8 

Santa  Fe 

5  A 

8.1 

60 

7.7 

78 

6.6 

72 

5.1 

50 

34 

Santa  Fe 

5  A 

7.7 

67 

6.7 

81 

5.5 

65 

31 

Prescott  

5  A 

11.1 

60 

9.8 

75 

23 

Prescott  

5B 

11.2 

64 

13.6 

87 

34 

RESEARCH  AND  MEASUREMENT 


177 


Table  No.  1 — Continued. 


Addition 

Subtraction 

Multipl 

ication 

Division 

o. 

o 

eg 
u 
9 
o 

a, 

u 

S-, 
D 
O 

u 

< 

T3 

S 

O 

u 

3 
o 
o 

< 

-a 

V 

4> 

C/3 

u 

cd 
U 

a 
o 
u 

< 

*4-<      IO 

O  K 

.  a 

O     3 

Grade  VI 

Kansas  Medians 

7.0 
9.8 

59 
73 

7.9 
10.3 

72 
85 

7.2 
9.1 

69 

78 

5.3 
8.2 

71 
87 

General  Medians 

Boston  Medians 

10.0 

70 

10.0 

90 

9.0 

80 

8.0 

80 

OAKLAND  Medians.. 

92 

67 

9.4 

83 

7.7 

76 

6.5 

73 

Elmhurst  6A 

8.3 

69 

9.8 

90 

8.1 

80 

5.1 

70 

30 

Elmhurst  6B 

9.1 

67 

10.2 

78 

8.4 

78 

6.8 

82 

38 

Elmhurst  6B 

10.0 

58 

12.3 

87.5 

7.5 

87 

9.0 

80 

35 

Laurel  6A 

8.0 

83 

8.0 

90 

7.5 

83 

5.0 

50 

7 

Laurel   6B 

8.0 

57 

9.0 

85 

8.6 

80 

5.7 

73 

12 

Santa  Fe 6A 

9.4 

71 

8.5 

85 

7.7 

73 

5.9 

72 

36 

Santa  Fe  (Feb.)....6A 

8.9 

75 

8.8 

74 

8.8 

51 

34 

Santa  Fe  6B 

8.5 

76 

8.6 

83 

7.8 

85 

7.5 

80 

28 

Santa  Fe  (Feb.)....6B 

11.6 

68 

9.6 

88 

7.5 

74 

6.7 

85 

32 

Elmhurst  6B 

10.1 

66 

10.2 

78 

8.4 

78 

6.8 

82 

38 

Prescott    6A 

7.0 

50 

6.7 

72 

28 

Grade  VII 

Kansas  Medians 

7.8 

63 

9.2 

77 

8.5 

74 

7.9 

81 

General  Median 

10.9 

75 

11.6 

86 

10.2 

80 

9.6 

90 

Boston  Median 

11.0 

80 

11.0 

90 

10.0 

80 

10.0 

90 

OAKLAND  Medians.. 

10.2 

57 

11.7 

85 

9.8 

75 

7.3 

82 

Elmhurst  7A 

11.0 

39 

10.3 

83 

8.3 

72 

6.3 

83 

25 

Elmhurst  7B 

9.5 

72 

12.3 

89 

9.3 

79 

8.3 

82 

30 

Prescott    7B 

11.3 

62 

12.5 

85 

28 

Grade  VIII 
Kansas  Medians 

8.7 

65 

10.5 

80 

10.9 

77 

8.6 

86 

General  Median 

11.6 

76 

12.9 

87 

11.5 

81 

10.7 

91 

Boston    Median 

12.0 

80 

12.0 

90 

11.0 

80 

11.0 

90 

OAKLAND             8A 

10.6 

78.8 

12.2 

97 

9.2 

83 

9.0 

81 

32 

178 


SUPERINTENDENT'S    ANNUAL    REPORT 


RESEARCH    AND    MEASUREMENT  179 


Handwriting. 

During  the  month  of  November  a  test  was  given  in  handwriting  to 
706  pupils  in  grades  five,  six,  seven  and  eight  in  the  Elmhurst,  Laurel, 
Prescott,  and  Sante  Fe  schools.  The  following  table  shows  the  Oakland 
medians  gained  from  this  test  compared  with  the  medians  found  in  other 
schools. 


Median    speed    in    letters   per  Median  quality  by  Thomdike 

minute.  scale. 

GRADE  GRADE 


VI  VII  VIII  V  VI  VII  VIII 


♦Oakland  706  pupils 63 

Cleveland  10528  pupils  60 
Iowa  28000  pupils 65 

'♦Oakland  4815  pupils..  62 


71 

80 

84 

9.1 

9.9 

10.3 

10.6 

70 

76 

80 

9.6 

9.9 

10.1 

10.7 

73 

75 

77 

10.0 

10.4 

11.9 

11.4 

75 

76 

76 

9.7 

10.6 

12.0 

13.0 

*  These  medians  were  obtained  from  a  test  given  in  November  by  the 
Director  of  Research, — all  tests  given  and  scored  by  the  same  person. 
**  These  medians  were  obtained  from  a  test  given  near  the  end  of  the 
school  year  under  the  direction  of  the  Supervisor  of  Penmanship.  The 
tests  were  given  and  scored  by  the  teachers  of  the  respective  grades. 

The  November  tests  would  indicate  that  the  handwriting  of  the 
Oakland  school  children  is  about  equal  to  the  average  in  speed  but  not 
quite  as  good  as  the  average  for  other  cities  in  quality. 

The  tests  near  the  end  of  the  year  show  that  grades  five  and  six  are 
average  in  both  speed  and  quality,  while  grades  seven  and  eight  are  slightly 
below  in  speed  and  average  or  above  in  quality. 

Handwriting  tests  are  very  easily  and  quickly  given.  Another  test 
should  be  given  to  all  the  schools  in  the  city  soon  after  the  opening  of  the 
next  school  year. 


Acceleration  and  Retardation. 

The  following  table  reveals  some  very  interesting  facts  concerning  the 
progress-machinery  of  our  schools.  //  the  children  attending  the  fourth 
grade  of  the  Oakland  Public  Schools  represent  a  normal  group  (It  seems 
to  me  they  should),  there  should  be  exactly  the  same  percentage  of 
acceleration  as  of  retardation,  provided  we  had  perfect  attendance,  per- 
fect health,  etc.,  and  a  course  of  study  adapted  to  the  median  capacity  of 
a  group  of  normal  fourth  grade  children. 

Our  course  of  study  is  supposed  to  fit  these  provisions  but  we  know 
that    there    are    numerous    causes,  such  as,  irregular    attendance,    poor 


180 


SUPERINTENDENT'S    ANNUAL    REPORT 


health,  moving  about,  etc.,  which  tend  to  prevent  many  children  from  mak- 
ing normal  progress.  The  question  for  serious  study  is,  "Are  the  causes 
making  for  retardation  sufficient  to  explain  the  differences  between  the  per- 
centages of  acceleration  and  the  percentages  of  retardation?" 


TABLE  SHOWING  ACCELERATION  AND  RETARDATION  AS  FOUND 
IN  GRADES  4,  6,  and  8,  OAKLAND  ELEMENTARY  9  I U  I 
SEPTEMBER  15,  1917 

(This  table  deals  purely  with  progress  not  o^ 


%   year  or   more 
Accelera-        Retarda- 
tion                tion 

1   year  or 
Ace. 

more 

Ret.      1 

Ace. 

r«  or 

more 
Ret. 

1 

more 

Grade  4 
Ratio   

15.9               45.8 
1        to          3 

3.9 
1 

to 

<; 

23.8 
6 

0.9 

1 

to 

11.8 
13 

1 

1 

6.8 
20 

Grade  6  

Ratio   

22.2               46.8 
1        to          2 

7.2 

1 

to 

27.8 

4 

2.2 

1 

to 

n.a 

6 

1 

t'> 

19 

Grade    8 

Ratio    

30.1                28.7 
1.07   to          1 

9.1 

1 

to 

13.7 
1.5 

6.1 
1.07 

t.) 

5.7 

1 

1.2 

to 

LI 

1 

These  figures  involve  all  the  children  in  these  respective  grad« 
classes  not  included ) . 

Grade  4  3268  pupils 
Grade  6  2709  pupils 
Grade  8     1985  pupils 

The  table  above  reveals  the  alarming  fact  that  almost  one-half  of  oni 
school  children  drop  behind  at  least  y2  year  before  they  have  Imi-hed  the 
fourth  grade,  while  about  Ve  of  tlie  children  have  gained  j •_.  year  in 
progress  by  the  time  they  finish  the  fourth  grade  Three  children  hare 
been  retarded  %  year  to  one  who  has  been  accelerate!  '  j  year.  '  j  ol 
all  the  4th  grade  children  have  been  retarded  1  year  or  more,  while  1  2  i 
have  been  accelerated  1  year  or  more.  In  other  words  six  children  have 
been  retarded  1  year  to  one  who  has  been  accelerated  1  year;  thirteen 
have  been  retarded  iy2  years  to  one  who  has  been  accelerated  l1  -  \< 
twenty  have  been  retarded  2  years  to  one  who  has  been  accelerated  2 
years. 

From  the  fourth  grade  to  the  sixth  grade  (see  table)  the  percent 
of  acceleration  increase  rather  normally — 15%  to  22% — but  the  per- 
centages of  retardation  have  a  very  slight  increase — IV  to  46% — 
although  the  data  gathered  this  year  show  that  there  is  an  average  failure 
of  about  5%  in  the  fourth  grade  and  5%  in  the  fifth  grade.  The 
enrollment  in  the  4th  grade  is  3268,  in  the  6th  grade  2709 — a  difference  of 


ACCELERATION  AND  RETARDATION  181 

559.  I  see  only  one  explanation.  Many  of  those  who  were  failures  in  the 
fourth  grade  have  dropped  out  of  school  before  reaching  the  sixth  grade. 

From  sixth  grade  to  eighth  grade  the  percentages  of  acceleration 
increase  greatly,  while  percentages  of  retardation  show  a  marked  decrease 
in  spite  of  the  fact  that  the  sixth  grade  produces  an  average  of  about  5% 
failure  and  the  seventh  grade  about  6%  failure.  Again  the  only  expla- 
nation which  I  see  is  that  between  the  sixth  and  the  eighth  grades  there  is 
an  immense  exodus  of  children  most  of  whom  are  from  the  retarded 
group,  while  almost  none  from  the  accelerated  group  drop  out.  This 
leaves  our  eighth  grade  pupils  very  much  a  "select"  group. 

In  my  opinion  these  figures  furnish  evidence  to  convict  the  schools  of 
two  things: 

i  1  I    The  ability  to  discover  weakness  in  the  child  and  hold  him  back. 
(2)    The  inability  to  discover  strength   in  the  child  and  move  him 
ahead. 

W  bat  happens  to  those  who  have  left  school  with  less  than  an  eighth 
grade  education? 

Has  the  education  which  they  have  been  given  been  the  best  one  for 
them? 

W  liy  did  these  people  leave  school?  These  are  questions  which  should 
demand  the  most  earnest  attention  of  the  community. 

The  following  figures  show  in  graphic  form  the  same  facts  presented 
in  the  table  above. 


182  SUPERINTENDENTS    ANNUAL    REPORT 

Per  Cent  of  Acceleration  and  Retardation  Found  in   the 

FOURTH  GRADE  of  the  Oakland  Schools 

September  15,  1917 

Grade  4 

1  Year  or  More 


1A  Year  or  More 


Ratio  1  to  3 


Ratio  1  to  (> 


1 1  g  Years  or  More 


2  Ye  in  or  More 


Ratio  1  to  13  Ratio  1  to  20 

BLACK — Retardation 
RED — Acceleration 

Note  how  the  large  percentage  of  retardation  in  the  fourth  grade  dwindles  to 
a  much  smaller  percentage  in  the  eighth  grade.  The  children  who  fail  arc  the  one* 
most  likely  to  leave  school.     (See  discussion  on  page  180. » 


RESEARCH  AND  MEASUREMENT 


183 


Per  Cent  of  Acceleration  and  Retardation  Found  in  the 

SIXTH  GRADE  of  the  Oakland  Schools 

September  15,  1917 

Grade  6 


1/2  Year  or  More 


1  Year  or  More 


Ratio  1  to  2 


Ratio  1  to  4 


l!/2  Years  or  More 


2  Years  or  More 


Ratio  1  to  6 


Ratio  1  to  19 


BLACK — Retardation 
RED — Acceleration 


184 


SUPERINTENDENT'S    ANNUAL    REPORT 


Per  Cent  of  Acceleration  and  Retardation  Found  in  the 

EIGHTH  GRADE  of  the  Oakland  Schools 

September  15,  1917 

Grade  8 


1/2  Year  or  More 


1  Year  or  More 


Ratio  1.07  to  1 


Ratio  1  to  1.5 


l!/o  Years  or  More 


2  Years  or  More 


Ratio  1.07  to  1 


Ratio  1.2  to  1 


BLACK — Retardation 
RED — Acceleration 


185 

AGE  AND   PROGRESS 

These  data  were  gathered  from  all  the  elementary  schools  of  Oakland 
on  September  15,  1917.  It  is  obvious  to  any  one  who  is  familiar  with  the 
problems  of  gathering  data  from  the  reports  of  hundreds  of  people  that 
errors  are  bound  to  creep  in.  So  far  as  we  can  judge  from  the  data  at  hand 
these  errors  may  affect  seriously  the  percentages  for  certain  rooms  where 
they  occur,  but  will  have  little  effect  on  the  total  percentages  for  the  build- 
ing or  for  the  city.  Whenever  it  was  evident  that  an  error  had  been 
made  in  the  tabulation  which  could  not  be  corrected,  the  data  were  not 
included  for  this  report. 

Any  child  who  has  made  one  grade  of  school  work  for  each  year  that 
he  has  attended  school  is  counted  normal;  if  he  has  made  more  rapid 
advancement  than  this  he  is  counted  rapid;  if  he  has  progressed  slower 
than  normal,  he  is  counted  slow. 

Any  child  is  counted  at  age  who  is  in  the  low  first  grade  and  is  six 
or  six  and  a  half  years;  in  the  high  first  and  is  six  and  a  half  or  seven 
years;  in  the  low  second  and  is  seven  or  seven  and  a  half  years;  in  the 
high  second  and  is  seven  and  a  half  or  eight  years;  etc.  (This  is  the  same 
as  the  Rochester  plan) .  Under-age  or  over-age  is  reckoned  accordingly  for 
each  grade.  It  should  be  remembered  that  these  tables  were  compiled  for 
the  beginning  of  the  year,  Sept.  15. 


RESULTS 


'Progress 


Rapid Normal  Slow 

17%  42%  40% 


Age 

Under-age     Normal     Over-age    Over-age  and  slow 

7%      41%    51%         32% 


The  following  table  contains  data  gathered  by  other  cities,  at  the  same 
time  of  the  year. 

TABLE  TO  SHOW  THE  PROGRESS  AND  AGE  PERCENTAGES  OF 
THE  OAKLAND  SCHOOLS  COMPARED  WITH  SOME  OTHER  CITIES 

PROGRESS-  %  Rapid  %  Normal %  alow 

*22  cities  of  New  York  state 7.1  58.5  34.4 

-Oakland  17-0  42.0  40.0 

—Rochester 4.9  62.1  33.0 

XGE %  Under  Age        %  Normal  Age  %  Over  Age 

*22  cities  of  New  York  state 8.4  44.7  45.9 

•'Oakland  7.0  41.0  51.0 

•••Rochester  5.6  53.6  408 


•These   figure,  are   taken   from   a  report   published  by   W.   A.   Avenll,   Albany    ^w  York     February 
20.  1918.     They  embrace  a  total  of  46,000  pupils  from  twenty-two  cities  in    he _state  of  New _™ 

••The    Oakland    data    were    taken    September   15,    1917.   and    embrace   21,458   pupil,    (the    special   ana 

^L'SX^SSfi^  upon  data  taken  September,  19*  and  embrace.  21,699  pupUs.     Th, 
Oakland  and  the  Rochester  tables  were  made  on  exactly  the  same  plan  just  one  year  apart. 

The  table  above  shows  the  Oakland  percentages  on  Progress  and  Age 
compared    with    data   gathered    in   the   same   manner   in   other   cities. 


186  SUPERINTENDENT'S     ANNUAL     REPORT 

Progress.— Oakland  has  a  very  large  percentage  of  pupils  who  have  made 
rapid  progress.  It  would  appear  from  this  that  Oakland  schools  have 
made  some  real  effort  to  find  the  gifted  child  and  give  him  some  advantage 
in  progress.  Such  effort  is  worthy  of  commendation.  The  percentage 
for  normal  progress  is  very  low — 42%.  Less  than  half  of  our  children 
have  progressed  at  the  normal  rate.  This  surely  indicates  a  bad  condition. 
The  causes  for  this  should  be  carefully  studied.  40%  of  our  children  are 
slow  in  progress.  If  all  children  who  have  failed  at  some  time  to  keep 
pace  with  their  class  were  tagged  with  a  black  tag,  four  children  out  of 
every  ten  in  our  class  rooms  would  belong  to  the  black  tag  division.  At 
present  the  army  numbers  8583  and  recruits  are  apparently  being  added 
each  half  year  at  the  rate  of  8%  of  the  total  enrollment. 

The  report  for  our  Elementary  schools  for  the  half  year  ending  in 
January  1918,  shows  that  1919  pupils  failed  to  be  promoted  end  that 
1847  other  children  left  school  without  being  promoted.  8. '•'  i  "f  die  total 
enrollment  failed,  and  8.02%  more  left  school  without  promotion. 
16.32%  of  our  pupils  either  failed  or  left  school,  (or  both).  I  have  no 
figures  but  it  is  easy  to  see  that  there  is  a  large  "black-tag-drnrion*1  out 
of  school.  40%  slow  progress  is  surely  too  much.  This  Beemi  more 
than  is  found  in  other  cities.  We  should  discover  the  cause  of  duf  con- 
dition in  Oakland  and  apply  the  remedy. 

Age — The  Age  percentages  for  Oakland  schools  show  the  MUM  ten- 
dency that  the  progress  percentages  show — a  small  percentage  it  DOrmal 
age  and  a  large  percentage  over  age.  51%  of  our  children  are  over  age 
for  their  grade.  Oakland  has  an  unusually  large  percentage  of  foreign 
children.  The  language  difficulty  is  probably  a  cause  for  some  of  thi^ 
overageness.     Further  study  should  be  made  to  discover  other  ran-'--. 

Table  2  gives  a  summary  of  the  Age  and  Progress  tabulation  for  each 
elementary  school  in  Oakland.  Here  each  school  may  easily  be  compared 
with  other  schools  and  with  the  average  for  the  city.  For  example; 
Lakeview  has  47%  rapid,  while  Campbell  and  Tompkins  each  hi\\<- 
Lakeview  has  13%  slow,  while  Campbell  has  "S2'  i  and  Tompkin> 
slow.  Lakeview  has  18%  under-age  and  Campbell  and  Tompkin>  each 
have  2%  under-age.  Lakeview  has  9%  over-age  and  slow,  while  Campbell 
has  41%  and  Tompkins  has  67%  over-age  and  slow.  Lakeview  has  756 
pupils;  Campbell  has  203  and  Tompkins  359.  This  table  reveals  the 
schools  where  special  attention  should  be  given  to  age  and  progress  con- 
ditions. 

Tables  3  to  18  show  the  percentages  for  Age  and  Progress  in  each 
grade  for  each  school  in  the  city.  These  tables  will  enable  principals 
and  supervisors  to  find  quickly  the  particular  room  in  need  of  attention. 
For  example;  In  the  Prescott  school  in  the  IB  class  there  are  sixty-four 
pupils.  64%  are  slow  and  51%  are  over-age  and  slow.  This  means  that 
more  than  half  of  the  children  in  this  grade  are  over-age  for  their  grade 
and  they  also  have  failed  to  pass.  In  the  Washington  school  5B  grade, 
there  are  forty-four  pupils.  6%  are  under-age  and  rapid  and  50%  are 
over-age  and  slow. 


AGE  AND  PROGRESS 


187 


Table  No.  2 

Oakland  Public  Schools — Elementary 

Tabulation  of  Age  and  Progress  Report,  September,  1917 

SUMMARY 


Under 

Over 

Total 

School 

Rapid 

Normal 

Slow 

Under 
age 

At 
age 

Over 

age 

age  and 
rapid 

age  and 
slow 

No.  in 
school 

% 

% 

% 

% 

% 

% 

% 

% 

Allendale  

12 

42 

45 

4 

42 

53 

2 

35 

350 

9 

48 

41 

4 

43 

52 

1 

34 

644 

Bella  Vista 

12 

65 

22 

10 

68 

21 

5 

14 

75 

Beulah   

42 

57 

.... 

28 

71 

42 

14 

Campbell   

3 

43 

52 

2 

43 

53 

41 

203 

Claremont  

23 

52 

24 

11 

55 

33 

7 

16 

985 

Clawson  

8 

43 

47 

3 

38 

57 

2 

39 

628 

Cleveland    

25 

55 

20 

10 

59 

30 

6 

15 

198 

16 

39 

43 

5 

34 

59 

3 

37 

732 

Dewev    

15 
16 

43 
54 

40 
29 

13 
5 

37 
49 

49 
44 

6 
3 

30 
21 

366 

880 

Elmhurst  

18 

38 

42 

8 

37 

53 

5 

35 

645 

Emerson    

19 

40 

41 

7 

45 

48 

5 

31 

854 

Franklin    

L'J 

38 

39 

11 

42 

46 

7 

29 

614 

Frick             

26 
29 

45 
33 

27 

37 

12 
11 

46 
40 

41 

47 

5 

8 

20 
24 

160 

Fruitvale  

437 

Garfield    

7 

41 

51 

3 

35 

60 

1 

41 

792 

25 

39 

35 

7 

44 

47 

4 

26 

859 

6 

29 

63 

31 

67 

54 

133 

Hawthorne    

14 
14 

43 
32 

42 
53 

O 

0 

3 

49 
36 

46 
59 

3 

2 

32 
43 

495 

Highland   

514 

497 

Intermediate  

35 

27 

37 

8 

30 

61 

8 

34 

19 

41 

39 

8 

48 

43 

7 

30 

655 

11 

47 
10 

40 
38 
53 

48 
13 
35 

5 

18 

7 

39 
52 
51 

55 
28 
41 

1 

16 

4 

34 

9 

26 

946 

Lakeview    

745 

169 

Lazear       

6 
30 
13 

43 
37 

42 

51 
32 

44 

3 

8 
6 

40 
35 
39 

56 
55 
54 

1 

5 
3 

36 
24 
32 

400 

Lincoln           

894 

Lockwood    

579 

Longfellow    

19 

36 

43 

8 

38 

52 

6 

34 

641 

14 

50 

34 

8 

46 

45 

4 

27 

322 

McChesney    

15 

44 

41 

14 

43 

43 

7 

30 

497 

Melrose    

10 

45 

43 

4 

46 

48 

4 

34 

316 

Melrose  Hts 

23 

40 

37 

11 

41 

48 

11 

24 

476 

13 

57 

29 

7 

55 

37 

6 

26 

145 

Piedmont    

15 

7 

50 
32 

34 
59 

9 
2 

51 
24 

39 
73 

4 
1 

25 
53 

493 

916 

12 

43 

43 

5 

44 

50 

4 

35 

420 

Stonehurst    

14 
16 

42 
53 

42 
30 

1 

13 

50 
60 

48 
26 

1 
13 

32 
13 

168 
30 

So.   Elmhurst 

o 
o 

70 

26 

36 

63 

.... 

23 

30 

University  

22 

3 

17 

13 

17 

29 
22 
32 
42 

42 

48 
73 
49 
43 

40 

10 

3 
6 

7 

27 
23 
19 
43 

41 

61 
76 
76 
50 

51 

8 

2 
4 

4 

35 
67 
47 
32 

32 

157 
359 

246 

Washington    

779 

Total  fob  City.... 

21458 

188  SUPERINTENDENTS    ANNUAL    REPORT 

Table  No.  3 

Oakland  Public  Schools — Elementary 

Tabulation  of  Age  and  Progress  Report,  September,  1917 

Grade  1A 


S^™1  R«pid     Normal        Slow  Lnd"          A«  <»'"        .„  «„d   .,,  .nd      N„,n 
"f  »"•  "f            r.ptd         .low           rl... 

%  %               %  %                                    "                 % 

Allendale  0  80         20  0  73         26           0         16           30 

Bav   0  89         10  0  83  16           0           6 

Bella  Vista 0  86         13  0  81  18           0           9 

Beulah    0  50        50  0  33  66           0         16             6 

Campbell   0  75         24  0  62  37           0         21           37 

Claremont 0  95           4  0  80  19           0                     106 

Clawson   0  78         21  0  60  39           0         20           79 

Cleveland  0  100          0  0  88  12          0          0 

CoIe  0  84         15  17  35  47            0 

Dewey    0  86         13  86  13           0           0           4 

Durant   0  97           2  0  76                        I                        M 

Elmhurst    0  82  17  20  35                        0         If 

Emerson    0  76  22  0  62  37           0         "0           3H 

Franklin 0  0  100  0  0                       0       100           10 

*rick    0  76  23  0  :-;                      0          5 

Fruitval«   0  81  18  0  70                        0 

Sarfl6ld    0  80  19  3  53  43           0         14            40 

Sranf    0  10  89  8  61  29           0 

Sari;i;on    0  77  22  0  61  38           0         11            is 

Hawthorne    0  82  17  0  74  25          0 

?!f land   0  0  100  0  23                       0         7 

fe^erson    0  81  18  0  M  18           0                       61 

Lajayette..  0  47  51  0  70  29           0           0           96 

Review  0  78  19  0  67  30          |           J 

TLaUrel    0  90           9  4  76  19           0           4 

^aZear    "  0  80  19  0  61  38           0          17 

^DCu°lnH  0  85  14  3  64  32           0 

^0ckwood    0  90  10  2  74  M            0 

rl0ngfel,r    -  °  0  100  0  33  66           0           6 

Manzamta  0  85  15  n  -k                                             5 

j**-" 0  s?  X  ;s  ;            \i    « 

Melrose    0  87  1?  n  ro                                             4& 

Melrose   Hts J  j  *                                               °         " 

Teralta  0  87  1?  n  «?  A                      °           U 

Piedmont  '  J  £  **  J  "  1!          °          9 

Prescott  0  56  4?  n  11  20           °           &           58 

Santa  Fe...        J  14  11  n°  ??  66          °         39 

Sequoia I  66  33  n  2  ?1          °        57          " 

Tompkins    JH  0  5  0  S  n           °        *9 

So.   Elmhurst „  0  50  50          0         44 

Stonehurst    0  72  97  r>  m  "'"        "~        — 

2? «  3  J  S  »  , :    J 


RESEARCH  AND  MEASUREMENT 


189 


Table  No.  4 

Oakland  Public  Schools — Elementary 

Tabulation  of  Age  and  Progress  Report,  September,  1917 


Grade  IB 


Rapid     Normal       Slow        Under         At 
age  age 


Under      Over        Total 
age  and  age  and     No.  in 
a8e  rapid         slow  class 


Allendale  4  32 

Bay   0  55 

Bella  Vista 11  50 

Beulah    

Campbell    0  44 

Claremont   2  83 

Clawson  0  74 

Cleveland       0  88 

Cole  22  49 

Dewey                     0  53 

Durant  .                0  81 

Elmhurst  0  70 

Emerson         0  0 

Franklin          0  76 

Frick     ...                 0  50 

Fruitvale                 ....  0  51 

Garfield                     ...  0  51 

Grant    ....        0  50 

Harrison  0  33 

Hawthorne             0  76 

Highland                0  62 

Jefferson    3  32 

Lafayette       0  7 

Lakeview     7  84 

Laurel    .            0  50 

Lazear    2  56 

Lincoln  3  49 

Lockwood  0  44 

Longfellow    0  58 

Manzanita         0  76 

McChesney    2  63 

Melrose  0  53 

Peralta     0  56 

Piedmont     0  60 

Prescott   0  35 

Santa  Fe 0  60 

Sequoia    0  50 

Tompkins    0  19 

So.   Elmhurst 0  71 

Stonehurst    0  62 

Washington    0  55 


% 

% 

% 

% 

% 

% 

64 

0 

52 

48 

0 

44 

25 

45 

8 

55 

35 

0 

29 

34 

38 

22 

55 

11 

5 

22 

18 

55 

5 

55 

38 

0 

35 

34 

14 

2 

73 

24 

2 

8 

49 

25 

0 

79 

20 

0 

20 

39 

11 

0 

100 

0 

0 

0 

9 

29 

4 

53 

42 

4 

20 

45 

46 

3 

68 

28 

0 

25 

32 

18 

5 

60 

34 

0 

13 

38 

30 

0 

77 

22 

0 

17 

40 

LOO 

0 

58 

42 

0 

42 

17 

23 

7 

60 

37 

0 

18 

38 

50 

40 

60 

0 

0 

40 

10 

48 

2 

58 

38 

0 

33 

39 

48 

0 

42 

57 

0 

40 

45 

50 

0 

59 

40 

0 

34 

44 

66 

0 

58 

41 

0 

41 

12 

23 

3 

96 

0 

0 

0 

30 

37 

4 

66 

29 

0 

25 

24 

65 

3 

41 

56 

3 

44 

34 

92 

6 

50 

43 

4 

23 

65 

7 

0 

80 

19 

0 

0 

26 

50 

5 

45 

50 

0 

35 

20 

41 

0 

46 

53 

0 

26 

41 

45 

0 

43 

56 

0 

33 

51 

55 

5 

36 

57 

0 

47 

38 

41 

4 

50 

45 

0 

26 

46 

23 

0 

56 

43 

0 

20 

30 

34 

2 

73 

24 

2 

14 

41 

46 

0 

56 

43 

0 

37 

32 

43 

0 

50 

50 

0 

31 

16 

39 

0 

72 

27 

0 

27 

33 

64 

0 

32 

67 

0 

51 

64 

39 

0 

57 

42 

0 

34 

38 

50 

0 

66 

33 

0 

25 

12 

80 

0 

38 

61 

0 

61 

21 

28 

0 

85 

14 

0 

14 

7 

37 

0 

50 

50 

0 

25 

8 

44 

0 

57 

42 

0 

25 

47 

190  SUPERINTENDENTS     ANNUAL     REPORT 

Table  No.  5 

Oakland  Public  Schools — Elemental 

Tabulation  of  Age  and  Progress  Report,  September,   191* 

Grade  2A 


l  ndrr 


School  Rapid      Norma.        Mow         ***         *  *~        ■£  W*   « 

•  He  Me  m*r  rapid  - 


%  %  %  %  %        % 

Allendale  0  55  44  0  29         70          0 

Bay  2  83  13  70         87           0         10 

Bella  Vista 2  72  27  5  66                      0                      18 

Beulah    0  50  50  0                                   0 

Campbell   4  47  47 

Claremont  4  82  14  2  84         H 

Clawson   7  69  5  55         38 

Cleveland    0  87  12  0  <                         0 

Cole     0  66  34  1  47                      0 

Dewey    3  86  10  0  64                      0 

Durant  0  62  87  1  50         4s           0 

Elmhurst  0  66  44  0  48         61           0 

Emerson    23  40  7 

Franklin    3  64  31  3 

Frick    25  66  20  10 

Fruitvale  0  58  41  0                                 0 

Garfield    0  66  33                                                                    71 

Grant    1  81  16  1                     40 

Harrison    0  16  83  0  16                      0 

Hawthorne    0  71  28  0  68         31           0 

Highland  7  49  42  4 

Jefferson    0  62  37  3  60         46 

Lafayette  15  57  27  1  64         44           1 

Lakeview  36  54  9  21  67         21          21 

Laurel    0  68  31  0  7  J         27 

Lazear    0  87  1-'  0  48         61           0         1-' 

Lincoln  10  66  23  3  3:5 

Lockwood    0  39  60  3  5S         37           0                       61 

Longfellow    0  86  13  0  62         4  7           0                       4  4 

Manzanita  0  77  22  2  60         17           0         17 

McChesney    0  95  4  4  65         20           0           4           41 

Melrose    2  70  26  0  67         32           0 

Melrose  Hts 2  70  27  10  60         30                     1". 

Peralta  0  60  40  0  80         20           0 

Piedmont  0  85  1".  0  72                      0         Li           10 

Prescott  0  57  42  0  40         60           0 

Santa    Fe 0  72  27  0  63         36          0 

Sequoia    0  69  30  0  46         53           0 

Tompkins    0  34  65  0  17         si:           0 

So.   Elmhurst 0  88  11  0  33         66           0         11 

Stonehurst    33  66  0  33  66           0                       0 

Washington  0  36  63  3  55         41           0 


RESEARCH  AND  MEASUREMENT  191 

Table  No.  6 

Oakland  Public  Schools— Elementary 

Tabulation  of  Age  and  Progress  Report,  September,  1917 


Grade  ' 

IB 

Under 

Over 

Total 

School 

Rapid 

Normal 

Slow 

Under 
■ge 

At 
•ge 

Over 
■ge 

age  and 
rapid 

age  and 
slow 

Mo.  in 
class 

% 

% 

% 

% 

% 

% 

% 

% 

Allendale  

0 
0 

50 
47 

50 
52 

4 
0 

54 
52 

40 

47 

0 
0 

36 
29 

22 

34 

Bella  Vista 

41 

47 

11 

17 

64 

17 

17 

5 

17 

9 

33 

57 

0 

47 

52 

0 

42 

21 

Claremont 

69 

22 

8 

22 

58 

19 

20 

8 

86 

1 

13 

84 

0 

38 

61 

0 

59 

52 

Cleveland  

27 

45 

27 

18 

54 

27 

9 

9 

11 

Cole          

10 
0 

51 
33 

38 
66 

0 
0 

40 
45 

59 
54 

0 
0 

34 

37 

47 

Dewey    

24 

Durant  

2 

79 

17 

0 

64 

35 

0 

11 

34 

4 

59 

4 

60 
19 
26 

34 
20 
69 

0 
11 
13 

56 
62 
52 

43 
25 
34 

0 

11 

0 

30 
13 
32 

23 

86 

Franklin    

46 

Frick    ... 

27 

18 

54 

9 

45 

45 

0 

27 

11 

Fruitvale         

41 

86 

33 

25 

62 

12 

25 

8 

24 

Garfield    

0 

36 

63 

2 

36 

60 

0 

52 

46 

33 

33 

33 

5 

50 

44 

5 

33 

18 

30 

30 

40 

10 

30 

60 

0 

40 

10 

Hawthorne    

0 

57 

42 

0 

64 

35 

0 

32 

28 

Highland  

23 
6 

18 
60 

57 
33 

2 
3 

65 
60 

31 
36 

0 
0 

28 
20 

38 
30 

4 

43 

51 

1 

45 

53 

0 

45 

62 

56 

36 
66 

6 
26 

24 
6 

67 
53 

8 
40 

20 
6 

3 
13 

58 

6 

15 

16 

27 

56 

5 

43 

51 

0 

27 

37 

44 

27 

27 

8 

41 

50 

2 

19 

36 

Lockwood    

0 

55 

45 

2 

42 

55 

0 

37 

40 

Longfellow 

0 

59 

40 

3 

61 

34 

0 

26 

52 

Manzanita  

9 

31 

59 

4 

27 

68 

0 

50 

22 

McChesney    

3 

0 

54 
36 

41 
63 

6 
0 

35 
52 

58 
46 

3 
0 

35 

42 

31 
19 

22 

41 

36 

8 

66 

25 

5 

19 

36 

40 

33 

26 

26 

26 

46 

26 

26 

15 

Piedmont  

3 

33 

63 

6 

36 

56 

3 

46 

30 

14 

20 

65 

2 

21 

75 

0 

54 

70 

Santa  Fe 

0 

52 

47 

4 

56 

39 

0 

30 

23 

12 

37 

50 

0 

50 

50 

0 

25 

8 

Tompkins 

2 

18 

79 

0 

25 

74 

0 

67 

43 

So.   Elmhurst 

0 

50 

50 

0 

16 

83 

0 

50 

6 

Stonehurst    

33 

16 

50 

33 

50 

16 

33 

6 

6 

Washington    

0 

45 

55 

5 

57 

37 

0 

35 

40 

192  SUPERINTENDENT'S     ANNUAL     REPORT 

Table  No.  7 

Oakland  Public  Schools — Elementary 

Tabulation  of  Age  and  Progress  Report,  September,  1917 


Grade 

3A 

Under 

Orer 

Total 

School 

Rapid 

Normal 

Slow 

Under 

age 

At 
age 

Oyer 

age 

age  and 
rapid 

age  and 
■  low 

>o.  Ill 
rla» 

% 

% 

% 

% 

% 

% 

% 

% 

Allendale  

0 

37 

62 

8 

37 

54 

0 

45 

24 

Bay  

0 

80 

20 

5 

75 

20 

0 

15 

40 

Bella  Vista 

.... 

.... 

.... 

Beulah   

0 

25 

75 

0 

25 

75 

0 

75 

4 

Campbell  

5 

27 

67 

2 

32 

64 

2 

51 

37 

Claremont  

17 

78 

4 

6 

62 

30 

4 

3 

105 

Clawson  

0 

51 

48 

6 

28 

65 

0 

43 

64 

Cleveland  

40 

40 

18 

18 

63 

18 

13 

13 

|] 

Cole  

1 

47 

50 

2 

35 

61 

0 

43 

71 

4 
20 

29 

60 

66 
18 

0 
9 

33 

58 

66 
32 

0 
3 

54 
6 

24 

Durant  

86 

Elmhurst  

2 

52 

44 

0 

52 

47 

0 

25 

36 

Emerson    

5 

43 

50 

1 

35 

81 

1 

41 

53 

Franklin    

0 

61 

38 

0 

50 

50 

0 

32 

34 

Frick    

40 

37 

21 

6 

50 

43 

6 

18 

32 

Fruitvale  

37 

42 

20 

10 

48 

40 

8 

14 

35 

Garfield    

0 

57 

42 

0 

64 

35 

0 

28 

28 

Grant    

4 

74 

20 

6 

53 

89 

1 

14 

63 

Harrison    

0 

53 

46 

0 

46 

53 

0 

M 

u 

Hawthorne    

5 

70 

23 

0 

76 

23 

0 

17 

17 

Highland  

2 

47 

50 

0 

43 

56 

0 

50 

44 

Jefferson    

11 

59 

28 

4 

69 

26 

4 

23 

42 

Lafayette  

13 

47 

38 

29 

25 

44 

1 

32 

101 

Lakeview 

38 

45 
61 

16 
23 

12 
0 

61 
61 

25 

38 

9 
0 

9 
23 

31 

Laurel 

15 

13 

Lazear    

0 

47 

52 

2 

42 

55 

0 

39 

38 

Lincoln    

26 

48 

25 

4 

44 

50 

3 

14 

56 

Lockwood 

1 

53 

44 

1 

42 

55 

1 

40 

54 

Longfellow    

0 

72 

27 

2 

56 

41 

0 

25 

48 

Manzanita  

7 

53 

39 

7 

35 

57 

0 

35 

28 

McChesney    

11 

28 

59 

11 

26 

61 

11 

57 

42 

Melrose  

8 

55 

32 

8 

38 

52 

5 

32 

34 

Melrose   Hts 

17 

73 

9 

17 

36 

46 

7 

9 

41 

Peralta  

19 

76 

4 

4 

76 

19 

4 

4 

21 

Piedmont  

0 

68 

32 

4 

52 

44 

0 

32 

25 

Prescott  

10 

42 

46 

6 

37 

55 

5 

38 

111 

Santa  Fe 

11 

42 

46 

5 

46 

48 

5 

40 

52 

Sequoia    

0 

38 

61 

0 

53 

46 

0 

46 

13 

Tompkins    

0 

9 

90 

0 

4 

95 

0 

90 

22 

So.  Elmhurst 

12 

62 

25 

0 

12 

87 

0 

25 

8 

Stonehurst    

....       100 

0 

0 

50 

0 

50 

50 

0 

2 

Washington    

2 

65 

31 

2 

44 

52 

0 

28 

67 

RESEARCH  AND  MEASUREMENT 


193 


Table  No.  8 

Oakland  Public  Schools — Elementary 

Tabulation  of  Age  and  Progress  Report,  September,  1917 

Grade  3B 


Under 

Over 

Total 

Rapid 

Normal 

Slow 

Under 

At 

Over 

age  and 

age  and 

No.  in 

age 

age 

age 

rapid 

slow 

class 

% 

% 

% 

% 

% 

% 

% 

% 

Allendale  

25 

4 

46 
40 

28 
54 

7 
2 

53 

45 

39 

52 

3 
0 

25 

43 

28 

Bay  

44 

Bella  Vista 



.... 

.... 

.... 

.... 

.... 

.... 

.... 

Beulah   





.... 

.... 

.... 

.... 

.... 

Campbell  

8 

41 

50 

9 

37 

54 

5 

41 

24 

Claremont  

8 

60 

31 

2 

73 

24 

0 

11 

45 

Clawson  

1 

23 

75 

1 

32 

65 

0 

51 

52 

Cleveland    

14 

50 

35 

14 

57 

28 

7 

21 

14 

Cole  

6 

19 

74 

2 

23 

74 

2 

65 

47 

Dewey    

22 

27 

50 

18 

18 

63 

13 

40 

22 

Durant  

11 

60 

27 

0 

60 

39 

0 

20 

43 

Elmhurst 

34 

9 

55 

11 

30 

58 

9 

39 

43 

Emerson    

20 

26 

53 

16 

43 

40 

10 

36 

60 

Franklin    

44 

30 

25 

25 

34 

39 

23 

10 

63 

Frick    

0 

85 

14 

14 

57 

28 

0 

0 

7 

Fruitvale  

38 

19 

42 

19 

47 

33 

9 

14 

21 

Garfield    

0 

20 

80 

8 

40 

52 

0 

48 

25 

Grant   

28 

28 

43 

12 

42 

45 

8 

35 

57 

Harrison    

16 

5 

77 

0 

22 

77 

0 

66 

18 

Hawthorne    

30 

19 

50 

3 

46 

50 

0 

42 

26 

Highland  

18 

12 

69 

0 

29 

70 

0 

54 

55 

Jefferson    

27 

20 

51 

20 

58 

20 

18 

13 

43 

Lafayette  

16 

32 

50 

3 

41 

54 

1 

38 

55 

Lakeview  

90 

0 

10 

50 

40 

10 

50 

10 

10 

Laurel    

15 

46 

38 

7 

46 

46 

7 

23 

13 

Lazear    

0 

34 

65 

5 

40 

54 

0 

40 

35 

Lincoln    

21 

31 

47 

10 

47 

42 

7 

31 

38 

Lockwood    

9 

50 

40 

0 

54 

45 

0 

40 

22 

Longfellow    

8 

20 

70 

2 

31 

66 

2 

62 

48 

Manzanita  

37 

31 

31 

17 

34 

48 

17 

27 

29 

McChesney    

50 

27 

22 

33 

33 

32 

30 

18 

59 

Melrose  

25 

35 

40 

5 

50 

45 

0 

30 

20 

Melrose   Hts 

2 

31 

65 

57 

42 

0 

0 

40 

35 

Peralta  



.... 

.... 

.... 

.... 

.... 

— 

Piedmont  

15 

31 

52 

5 

52 

41 

0 

31 

19 

Prescott  

2 

27 

69 

0 

11 

88 

0 

66 

72 

Santa  Fe 

30 

25 

44 

15 

46 

38 

9 

34 

52 

Sequoia    

27 

16 

55 

0 

44 

55 

0 

44 

18 

Tompkins    

5 

5 

88 

0 

11 

88 

0 

82 

17 

So.  Elmhurst 

.... 

.... 

.... 

.... 

.... 

.... 

Stonehurst    





.... 

.... 

.... 

.... 

.... 

.... 

Washington    

10 

31 

58 

2 

41 

56 

0 

39 

48 

194  SUPERINTENDENT'S     ANNUAL     REPORT 

Table  No.  9 

Oakland  Public  Schools — Elementary 

Tabulation  of  Age  and  Progress  Report,  September,   1917 

Grade  4A 


Hawthorne    15         36         4' 


Lafayette  7         50         42 


12         25         62  0         37         62 

Melrose  Hts 


School  R«p,d     Normal       Slow         Lnd"  *«  0»cr        ,,,  ,nd   ,.,  ,nd 


■te  «<r  Mr  r.plJ         ,,,„  r|j 


%  %  %  %  %  %              % 

Allendale  10  55  35  40 

Bay   2  45  52  2  39  58           0                       48 

Bella  Vista 

Beulah   

Campbell  0  26  0  :•,,  80  0 

Claremont  17  66  16  12  66  81           6 

Clawson   17  21  60  2  1  2         63           41 

Cleveland  3  88  7  15  61  0 

Cole  6  50  43  0  50  50           0                        48 

Dewey    4  30  64  4  48  4         43 

Durant  12  43  44  2  46  81 

Elmhurst  9  32  58  11  60  4 

Emerson    12  38  48  3  43  53           I 

Franklin  21  39  39  12  34  37         10                       66 

Frick     30  55  15  15  45  40          15 

Fruitvale  41  27  30  16  36  47         16 

Sarfield    4  36  59  1  89  1                       66 

Grant    7  44  47  10  38  50 

Harrison  8  25  66  0  0 


4  47  47  4  40  44 


Highland  4         40         55  4         38         ..7  0 

Jefferson  8         40        50  6         51         4] 


0         36         63  0         39 


Lakeview  51  39  9  21  44  33         20 

Laurel    0  46  w  7  1  -                      « 

,                          v  ir>  m  T  16  76           0                      l' 

Lazear  0  4  95  4  46  64 

Lincoln  23  48  28  13  20  66 

Lockwood  6  46  46  13  41  44           4 

Longfellow  27  31  40  2  47  50                                   44' 

Manzanita  33  37  29  25  37  37         20 

McChesney  12  43  43  2  48  48 

Melrose    12  ok  C9  rt 


33 


«  ?!     S      I     41      > 

■ 


Peralta  5  47 

Prescott  6  2?        65           S         fS 

Santa  Fe n  50        38          !        II        It 

Sequoia    52         11  ^                                   -         36 

Tompkins    Z  3  5        8            0         1           2 

So.   Elmhurst ...  .        "          °         13         86           0         79 

Stonehurst    

Washington  0 


RESEARCH  AND  MEASUREMENT 


195 


-•  i i 


Table  No.  10 

Oakland  Public  Schools — Elementary 

Tabulation  of  Age  and  Progress  Report,  September,  1917 

Grade  4B 

Under       Over        Total 

Rapid     Normal  Slow        Under         At           Over       age  and  age  and     No   in 
age           age           age           rapid         slow          class 

%              %  % 

Allendale  10         15  75 

Bay   13         31  55 

Bella  Vista 

Beulah    

Campbell    0         35  64 

Clareniont  41         27  31 

Clawson   1         27  70 

Cleveland    20         26  53 

Cole  17        20  61 

Dewey    35         17  47 

Durant   30         17  52 

Ehnhurst  0         39  60 

Emerson    10         36  54 

Franklin    29         17  53 

Frick    40         20  40 

Fruitvale  40         33  25 

Garfield    21         19  58 

Grant    38         19  42 

Harrison    12         12  75 

Hawthorne    22         20  57 

Highland   0         33  66 

Jefferson    16         40  43 

Lafayette    20         46  32 

Lakeview  48         25  25 

Laurel    28         35  35 

Lazear    8         30  61 

Lincoln    29         26  43 

Lockwood    6         36  57 

Longfellow    28         34  36 

Manzanita   45         27  27 

McChesney    31           9  59 

Melrose    0         40  60 

Melrose    Hts 12         38  48 

Peralta  33         33  33 

Piedmont  7         55  37 

Prescott   5           9  85 

Santa  Fe 13         45  40 

Sequoia    11         33  55 

Tompkins    7         18  24 

Washington    35         26  38 


% 

% 

% 

% 

% 

10 

30 

60 

5 

55 

20 

2 

35 

62 

0 

40 

45 

7 

28 

64 

0 

50 

14 

28 

42 

28 

18 

20 

70 

■  7 

40 

52 

1 

45 

40 

0 

46 

53 

0 

46 

15 

0 

33 

64 

0 

50 

34 

11 

17 

70 

11 

35 

17 

8 

41 

50 

8 

36 

46 

5 

45 

49 

0 

45 

51 

6 

43 

51 

4 

38 

47 

15 

39 

44 

10 

39 

58 

40 

0 

60 

40 

40 

5 

25 

40 

33 

22 

14 

27 

7 

25 

67 

7 

53 

56 

4 

38 

57 

4 

36 

47 

0 

12 

87 

0 

62 

8 

5 

32 

62 

5 

42 

40 

8 

20 

70 

0 

58 

24 

10 

40 

50 

6 

33 

30 

6 

30 

62 

6 

24 

62 

6 

53 

39 

4 

16 

43 

14 

28 

57 

14 

35 

14 

5 

33 

61 

2 

47 

36 

22 

15 

61 

12 

31 

57 

0 

36 

63 

0 

48 

33 

26 

31 

42 

21 

31 

38 

9 

54 

36 

9 

22 

22 

11 

27 

61 

9 

52 

44 

0 

40 

60 

0 

40 

15 

10 

56 

33 

7 

28 

39 

16 

44 

38 

11 

33 

18 

14 

51 

33 

0 

18 

27 

0 

12 

87 

0 

80 

55 

5 

40 

54 

5 

27 

37 

0 

50 

50 

0 

39 

18 

0 

18 

81 

0 

66 

27 

14 

42 

42 

14 

30 

42 

196 


SUPERINTENDENT'S     ANNUAL     REPORT 


Table  No.  11 

Oakland  Public  Schools — Elementary 

Tabulation  of  Age  and  Progress  Report,  September,  1917 

Grade  5A 


School 


Rapid     Normal       Slov 


Under         At 
age  age 


Under       Orer         Total 
0»er        ,ge  an<j  age  ln(J      >,„    jn 

**r  rapid         (low  data 


% 

Allendale  0 

Bay  6 

Bella  Vista 

Beulah   

Claremont  6 

Clawson   0 

Cleveland    27 

Cole    8 

Dewey    0 

Durant  36 

Elmhurst  19 

Emerson    11 

Franklin    26 

Frick    22 

Fruitvale  0 

Garfield    0 

Grant    38 

Harrison    7 

Hawthorne    4 

Highland  3 

Intermediate  0 

Jefferson    9 

Lafayette    1 

Lakeview    46 

Laurel    0 

Lazear    0 

Lincoln    28 

Lockwood    16 

Longfellow    7 

Manzanita  0 

McChesney 9 

Melrose    10 

Melrose    Hts 27 

Peralta    0 

Piedmont  28 

Prescott  3 

Santa  Fe 0 

Sequoia    0 

Tompkins    0 

Washington    27 


% 
35 
66 


52 
48 
45 
36 
71 
39 
45 
48 
40 
55 
46 
53 
49 

7 
52 
54 

0 
52 
51 
42 
54 
30 
54 
41 

1 
64 
43 
20 
51 
71 
28 
34 
63 
50 

0 
34 


% 
64 
26 


40 
51 
27 
55 
28 
23 
35 
39 
32 
22 
53 
46 
11 
84 
42 
41 

100 
38 
47 
10 
45 
69 
18 
41 
90 
36 
47 
70 
20 
28 
42 
64 
36 
50 

100 
38 


To 
0 
0 


5 

2 

0 

2 

9 

11 

12 

10 

7 

33 

3 

1 

6 

0 

0 

6 

0 

4 

1 

21 

0 

0 

16 

16 

7 

12 

3 

0 

6 

14 

9 

3 

0 

0 

0 

4 


% 
46 
46 


47 
17 
54 
23 
52 
45 
35 
46 
43 
66 
26 
30 
44 
15 
28 
32 
0 
43 
22 
51 
45 
30 
30 
18 
39 
48 
49 
50 
41 
57 
52 
15 
15 
50 
15 
53 


% 
53 
53 


47 
77 
45 
74 
38 
42 
51 
43 
48 
0 
89 
67 
49 
84 
71 
61 
100 
52 
76 
87 
54 
69 
54 
65 

40 
47 
50 
51 
28 
38 
81 
84 
50 
84 
42 


% 
0 
0 


1 

2 
0 
2 
9 
8 
8 
9 
7 
0 
0 
0 

1 

0 
0 
3 
0 
4 
0 
19 
0 
0 
16 
13 
5 
0 
3 
0 
0 
0 
4 
0 
0 
0 
0 
4 


% 
39 
20 


33 
45 
22 
48 
19 
20 
29 
28 
28 
22 
46 
44 
35 
76 
|] 
41 
100 
36 
40 

8 
45 
60 
18 

0 
50 
24 
37 
50 
31 
28 
28 
57 
M 
II 
84 
31 


28 
30 


74 
35 
22 
47 
21 
M 
62 
88 
84 

9 
26 
88 
59 
II 
II 
31 

4 
44 
80 
47 
11 
23 
50 
43 
61 

53 

1" 
29 
7 
21 
59 
19 
14 
13 
47 


RESEARCH  AND  MEASUREMENT 


197 


Table  No.  12 

Oakland  Public  Schools— Elementary 

Tabulation  of  Age  and  Progress  Report,  September,  1917 


Grade  5B 


School 


Rapid     Normal       Slow 


Under 


% 

Allendale  27 

Bay   2 

Claremont  51 

Clawson  16 

Cleveland    72 

Cole    30 

Dewey 24 

Durant    38 

Elmhurst  27 

Emerson    7 

Franklin    43 

Frick    61 

Fruitvale  46 

Garfield    5 

Grant   35 

Harrison    ° 

Hawthorne    13 

Highland  I9 

Intermediate  33 

Jefferson    27 

Lafayette  30 

Lakeview  50 

Laurel    25 

Lazear    0 

Lincoln    40 

Lockwood    25 

Longfellow    27 

Manzanita  48 

McChesney    12 

Melrose    H 

Melrose  Hts 40 

Peralta  14 

Piedmont  36 

Prescott  5 

Santa  Fe 37 

Sequoia  53 

Tompkins  7 

Washington  25 


% 
22 
33 
8 
56 
9 
17 
44 
40 
13 
15 
22 
0 
10 
32 
35 
0 
26 
26 
11 
27 
10 
30 
12 
5 
7 

20 
16 
19 
26 
22 
10 
21 
29 
15 
0 
15 
0 
18 


% 

50 

64 

40 

27 

18 

51 

32 

22 

58 

76 

33 

38 

43 

61 

29 

100 
60 
54 
55 
45 
58 
20 
62 
94 
52 
55 
55 
32 
62 
66 
48 
64 
34 
78 
62 
30 
92 
56 


% 

0 

7 

37 

8 

27 

2 

12 

10 

3 

2 

7 

0 

16 
1 
2 
0 
0 
0 
0 
20 
3 

30 

25 

0 

7 

7 

8 

12 

11 

5 

13 

7 

15 

5 

6 

7 

0 

6 


At 

age 


% 

33 

35 

26 

31 

54 

35 

32 

50 

24 

26 

47 

38 
33 
28 
37 
0 
30 
34 
0 
35 
32 
36 
37 
11 
34 
30 
27 
48 
44 
50 
24 
7 
36 
15 
43 
61 
15 
29 


Over 

age 


Under 
age  and 
rapid 


Over 

age  and 
alow 


Total 
No.  in 
class 


% 

66 

56 

35 

60 

18 

61 

56 

40 

72 

71 

45 

61 

50 

68 

59 

100 
69 
65 

100 
45 
63 
33 
37 
88 
58 
62 
63 
38 
44 
44 
62 
85 
47 
78 
50 
30 
84 
63 


% 

0 

0 
28 

4 
27 

2 
12 

8 

0 

0 

7 

0 

10 

1 
2 
0 
0 
0 
0 

17 
1 

30 

12 
0 
7 
5 
8 
6 
4 
5 
8 
7 
9 
5 
6 
7 
0 
6 


% 

50 

51 

24 

25 
9 

41 

28 

16 

55 

57 

27 

38 
36 
49 
27 

100 
47 
39 
55 
35 
49 
13 
37 
82 
34 
45 
47 
25 
26 
44 
45 
64 
29 
66 
43 
15 
84 
50 


18 

39 

45 

48 

11 

39 

25 

50 

29 

38 

80 

13 

30 

67 

37 

8 

23 

46 

9 

40 

55 

30 

8 

17 

67 

40 

36 

31 

34 

18 

37 

14 

44 

33 

16 

13 

26 

44 


198 


SUPERINTENDENT'S    ANNUAL    REPORT 


Table  No.  13 

Oakland  Public  Schools— Elementary 

Tabulation  of  Age  and  Progress  Report,  September,  191 

Grade  6A 


School 


Rapid     Normal       Slow 


% 

Allendale  35 

Bay  15 

Claremont  

Clawson  33 

Cleveland    12 

Cole  16 

Dewey  23 

Durant  25 

Elmhurst  10 

Emerson    22 

Franklin    10 

Frick    12 

Fruitvale  42 

Garfield    12 

Grant   21 

Harrison    0 

Hawthorne    18 

Highland  5 

Intermediate    0 

Jefferson    32 

Lafayette    11 

Lakeview    64 

Laurel    12 

Lazear    0 

Lincoln    30 

Lockwood    5 

Longfellow    26 

Manzanita  0 

McChesney    25 

Melrose    3 

Melrose   Hts 29 

Piedmont  15 

Prescott  14 

Santa  Fe 20 

Sequoia    33 

Tompkins    11 

Washington    11 


Under 


At 


Orrt 


I  ndrr 
•  fr  and 

rapid 


(l»rr 

a*<-  and 


Total 


% 

% 

% 

% 

% 

c 

14 

50 

7 

28 

64 

7 

14 

21 

63 

2 

32 

66 

2 

4K 

24 

66 

4 

44 

51 

• 

8 

58 

4 

33 

62 

4 

41 

14 

50 

37 

6 

56 

a 

31 

LI 

25 

58 

4 

16 

79 

i 

43 

34 

42 

15 

30 

53 

ii 

44 

30 

2 

50 

47 

• 

18 

32 

57 

7 

39 

3 

49 

23 

53 

15 

23 

60 

7 

45 

47 

2 

37 

59 

1 

37 

50 

0 

50 

60 

0 

15 

42 

12 

27 

60 

9 

38 

48 

6 

16 

77 

4 

46 

49 

50 

27 

10 

53 

36 

7 

21 

23 

76 

0 

23 

7--. 

0 

45 

36 

3 

51 

47, 

8 

33 

33 

11 

83 

0 

16 

83 

0 

n 

Lfl 

0 

100 

0 

0 

100 

0 

loc 

41 

25 

0 

41 

68 

0 

31 

33 

55 

4 

27 

67 

1 

105 

27 

8 

21 

54 

84 

18 

4 

37 

50 

12 

37 

50 

11 

37 

42 

57 

0 

28 

71 

0 

23 

45 

7 

18 

73 

s 

36 

29 

64 

5 

29 

64 

0 

37 

40 

33 

14 

38 

47 

14 

11 

9 

90 

9 

33 

57 

0 

28 

46 

10 

35 

53 

0 

13 

83 

0 

20 

80 

0 

: 

30 

26 

44 

5 

58 

35 

5 

29 

34 

57 

26 

26 

52 

21 

15 

21 

30 

56 

0 

18 

82 

0 

56 

50 

25 

53 

12 

18 

69 

10 

53 

39 

44 

22 

0 

33 

66 

0 

81 

9 

34 

53 

3 

23 

73 

3 

50 

42 

45 

7 

38 

54 

4 

40 

RESEARCH  AND  MEASUREMENT  199 

Table  No.  14 

Oakland  Public  Schools — Elementary 

Tabulation  of  Age  and  Progress  Report,  September,  1917 


Grade 

6B 

Under 

Oyer 

Total 

Maal 

Normal 

Slow 

I'nder 

At 

Ot*t 

■ge  and 

age  and 

"So.  in 

■ge 

»g« 

■ge 

rapid 

•low 

class 

" 

% 

'•: 

•: 

% 

% 

% 

Allendale          

33 

28 

28 
23 

38 

48 

5 
5 

22 
25 

72 
70 

5 
5 

38 
46 

18 

Bay   

60 

Claremont 

25 

21 

52 

13 

37 

49 

1 

37 

57 

Clawson   

26 

36 

38 

10 

17 

71 

10 

38 

39 

Cleveland 

73 

10 

15 

21 

21 

57 

21 

15 

19 

Cole               

37 

13 
10 

48 
55 

5 
20 

26 
45 

67 
35 

5 
20 

48 
35 

37 

Dewey 

35 

20 

14 

41 

17 

44 

47 

2 

16 

41 
21 

55 
61 

2 
15 

38 
43 

34 

Elmhurst 

34 

78 

Emerson 

9 

42 

17 

47 
38 

2 
28 

35 
23 

61 
18 

2 
15 

38 
23 

42 

Franklin          

43 

39 

Frick 

37 

50 

27 

12 
54 

25 

9 

12 
22 

62 
68 

12 
0 

12 

40 

» 

Frultvale 

17 

22 

Garfield 

22 

86 

42 

7 

35 

57 

5 

40 

40 

Grant 

41 

21 

36 

3 

49 

47 

3 

23 

55 

Hawthorne   

30 

19 

50 

19 

30 

50 

15 

38 

26 

Highland   

27 

27 

45 

9 

21 

69 

9 

36 

33 

Intermediate    

0 

0 

100 

0 

0 

100 

0 

100 

2 

Jefferson         

31 

9 
31 
28 
18 

58 
51 
33 

27 

12 

0 

19 

18 

29 
31 
35 
63 

58 
68 
45 
18 

9 

0 

14 

18 

51 
46 

28 
0 

41 

Lafayette 

16 

41 

Lakeview      

38 

42 

54 

11 

Lazear 

16 

25 
12 

58 

52 

4 
2 

29 
35 

66 
62 

4 

2 

50 
42 

24 

Lincoln 

35 

40 

Lockwood      

36 

12 

51 

15 

21 

63 

5 

45 

33 

Longfellow    

29 

16 

54 

10 

21 

67 

8 

48 

37 

Manzanita  

0 

50 

50 

20 

10 

70 

0 

50 

10 

McChesnev    

5 

13 

80 

8 

33 

58 

2 

50 

36 

Melrose    

25 

50 

25 

16 

50 

33 

16 

25 

12 

Melrose    Hts 

51 

21 

27 

8 

27 

64 

8 

21 

37 

Piedmont  

30 

21 

47 

26 

30 

43 

21 

39 

23 

Prescott  

21 

21 

57 

4 

16 

78 

4 

57 

42 

Santa  Fe 

32 

17 

50 

7 

35 

57 

7 

39 

28 

Sequoia           

55 

22 

22 

0 

55 

44 

0 

22 

9 

Tompkins    

8 

41 

50 

0 

8 

91 

0 

50 

12 

Washington    

31 

22 

45 

11 

38 

50 

11 

31 

44 

200 


SUPERINTENDENT'S    ANNUAL    REPORT 


Table  No.  15 

Oakland  Public  Schools— Elementary 

Tabulation  of  Age  and  Progress  Report,  September,  191' 

Grade  7A 


School 

Rapid 

Normal 

Slow 

Under 

At 
age 

Oyer 
»ge 

Under 
•  fee  and 

rapid 

0»er 

air  and 
•  low 

Total 
No.  »n 
da.t 

% 

% 

% 

% 

% 

% 

r; 

' 

Allendale  

Claremont  

Clawson  

0 

6 

30 

38 

59 
60 
41 
33 

48 
32 

27 
27 

0 

11 

21 
0 

40 
13 
27 
38 

59 

74 
50 
61 

0 

4 

15 

0 

36 
32 
26 
27 

43 
65 
18 

19 

35 

45 

14 

30 

54 

4 

38 

4. 

42 

26 

31 

21 

26 

52 

21 

31 

19 

8 

55 

35 

8 

35 

55 

4 

32 

68 

Elmhurst  

46 

38 

15 

7 

34 

57 

7 

15 

26 

Emerson    

24 

68 

7 

7 

44 

47 

7 

i 

38 

Fruitvale  

50 

25 

25 

28 

17 

53 

25 

25 

28 

Garfield    

10 

59 

29 

0 

32 

67 

0 

24 

37 

31 

35 

32 

17 

34 

48 

10 

23 

64 

Hawthorne   

21 

29 

48 

2 

35 

62 

2 

48 

37 

Highland  

5 

11 

83 

0 

16 

83 

0 

83 

18 

Intermediate    

35 

30 

34 

8 

32 

58 

8 

30 

146 

Jefferson   

21 

41 

36 

4 

46 

48 

4 

34 

41 

Lafayette    

21 

37 

40 

1 

33 

64 

0 

32 

56 

Lakeview  

50 

33 

16 

25 

48 

25 

24 

9 

Lazear    

53 

23 

23 

15 

23 

61 

15 

23 

13 

Lincoln    

29 

38 

32 

9 

33 

56 

7 

25 

71 

Lockwood    

46 

25 

27 

10 

33 

55 

7 

20 

39 

Longfellow 

28 

30 

41 

10 

25 

64 

7 

41 

39 

Melrose    

58 

23 

17 

35 

35 

29 

35 

17 

17 

Melrose   Hts 

25 

40 

34 

0 

34 

65 

0 

31 

32 

Piedmont  

2 

42 

54 

16 

28 

54 

2 

45 

4  J 

Prescott  

14 

17 

68 

0 

20 

80 

0 

65 

35 

University  

0 

8 

91 

8 

38 

52 

0 

52 

36 

Vocational  

17 

7 

73 

0 

7 

91 

0 

69 

23 

Washington    

7 

35 

56 

5 

35 

58 

3 

41 

U 

RESEARCH  AND  MEASUREMENT 


201 


Table  No.  16 

Oakland  Public  Schools — Elementary 

Tabulation  of  Age  and  Progress  Report,  September,  1917 

Grade  7B 


School 


Rapid     Normal       Slow 


Under         At 
age  age 


Over 
age 


Under  Over  Total 
age  and  age  and  No.  in 
rapid        slow         class 


%  %  % 

Allendale  27  27  44 

Bay  15  23  60 

Claremont  0  65  34 

Clawson  6  13  80 

Cole  21  21  57 

Dewey  23  23  53 

Durant  5  22  72 

Elmhurst  39  12  48 

Emerson    21  37  40 

Fruitvale  40  16  44 

Garfield    11  8  79 

Grant    34  14  51 

Hawthorne    23  20  56 

Highland   26  40  33 

Intermediate    35  18  45 

Jefferson    43  12  43 

Lakeview  53  24  22 

Lazear    30  20  50 

Lincoln    40  9  50 

Lockwood    

Longfellow    64  17  17 

Melrose    50  20  30 

Melrose    Hts 32  22  45 

Piedmont  39  26  34 

Prescott       21  6  71 

University  0  32  67 

Vocational  26  8  65 

Washington    42  6  51 


% 

% 

% 

% 

% 

5 

33 

61 

5 

33 

18 

0 

26 

73 

0 

55 

38 

0 

43 

56 

0 

34 

32 

6 

13 

80 

6 

80 

15 

15 

33 

51 

15 

39 

33 

15 

15 

69 

15 

46 

13 

5 

27 

66 

2 

58 

36 

12 

24 

63 

12 

45 

33 

6 

28 

65 

3 

34 

32 

8 

24 

68 

8 

16 

23 

2 

20 

76 

2 

70 

34 

7 

26 

65 

7 

41 

41 

5 

41 

53 

5 

41 

39 

6 

20 

73 

6 

33 

15 

8 

30 

61 

8 

40 

124 

15 

35 

48 

12 

38 

39 

17 

51 

31 

17 

13 

58 

20 

30 

50 

20 

20 

10 

14 

30 

54 

9 

38 

42 

28 

28 

42 

25 

14 

28 

20 

20 

60 

20 

30 

10 

19 

25 

54 

16 

35 

31 

0 

30 

69 

0 

34 

23 

3 

28 

68 

3 

62 

32 

0 

28 

71 

0 

57 

28 

6 

16 

76 

5 

58 

73 

17 

14 

68 

14 

51 

47 

202 


SUPERINTENDENT'S    ANNUAL    REPORT 


Table  No.  17 

Oakland  Public  Schools — Elementary 

Tabulation  of  Age  and  Progress  Report,  September,  1917 

Grade  8A 


School 

Rapid 

Normal 

Slow 

Under 
ago 

At 

Orer 

Inder 
age  and 
rapid 

Orrr 

age  and 

■low 

Total 
■fa.  in 
claM 

% 

% 

% 

% 

% 

% 

% 

% 

Allendale  

27 

44 

27 

0 

27 

72 

0 

22 

18 

Bay  

17 

50 

32 

2 

35 

61 

0 

32 

34 

Claremont  

32 

41 

25 

9 

32 

58 

6 

19 

31 

Clawson  

0 

18 

81 

0 

0 

100 

0 

81 

11 

Cole 

47 

31 

20 

% 

26 

65 

7 

16 

67 

Dewey    

20 

50 

28 

7 

39 

53 

3 

25 

28 

Durant  

29 

50 

20 

8 

37 

54 

6 

16 

62 

Elmhurst  

21 

42 

36 

6 

36 

57 

6 

33 

30 

Emerson    

7 

71 

21 

7 

50 

42 

7 

21 

28 

Fruitvale  

31 

31 

37 

0 

31 

68 

0 

37 

16 

Garfield   

7 

5 

87 

10 

24 

64 

0 

63 

57 

Grant   

29 

41 

29 

11 

23 

64 

9 

27 

;.i 

Hawthorne   

11 

58 

30 

2 

41 

55 

2 

22 

36 

Highland  

62 

29 

8 

12 

20 

66 

12 

8 

24 

Intermediate    

30 

42 

27 

6 

35 

57 

6 

27 

107 

Jefferson   

43 

29 

27 

24 

24 

51 

21 

n 

37 

Lakeview  

63 

31 

4 

9 

51 

39 

9 

4 

41 

Lincoln    

61 

31 

6 

8 

31 

59 

8 

6 

47 

Lockwood    

22 

38 

38 

3 

15 

75 

3 

35 

31 

Longfellow   „ 

44 

34 

21 

19 

19 

61 

17 

19 

47 

Melrose   Hts 

14 

62 

22 

3 

55 

40 

0 

14 

Piedmont 

8 

26 

65 

8 

34 

56 

4 

43 

23 

Prescott 

27 

18 

54 

18 

0 

81 

18 

54 

11 

University  

23 

51 

25 

7 

21 

71 

5 

19 

38 

Vocational  

13 

51 

34 

1 

27 

70 

0 

34 

99 

Washington    

17 

55 

28 

8 

29 

63 

7 

27 

100 

RESEARCH  AND  MEASUREMENT  203 

Table  No.  18 

Oakland  Public  Schools — Elementary 

Tabulation  of  Age  and  Progress  Report,  September,  1917 

Grade  8B 


Under 

Over 

Total 

School 

Rapid 

Normal 

Slow 

Under 

At 
age 

OTer 
age 

age  and 
rapid 

age  and 
•low 

No.  in 
elaii 

% 

% 

% 

% 

% 

% 

% 

% 

Allendale  

50 

38 

11 

22 

27 

50 

16 

5 

18 

60 

29 

20 

16 

29 

54 

16 

20 

24 

Claremont  

48 

33 

18 

11 

37 

51 

11 

14 

27 

Clawson  

42 

15 

42 

10 

26 

63 

10 

36 

19 

Cole  

42 

28 

28 

10 

39 

50 

10 

28 

28 

22 

50 

27 

0 

18 

81 

0 

22 

22 

Durant   

33 

33 

36 

6 

33 

60 

3 

33 

33 

Elmhurst  

50 

25 

25 

14 

17 

67 

14 

25 

18 

Emerson    

52 

36 

12 

12 

36 

52 

12 

12 

25 

Fruitvale  

35 

22 

41 

0 

45 

54 

0 

29 

31 

Garfield    

56 

0 

44 

4 

56 

40 

4 

16 

25 

Grant   

66 

25 

8 

6 

37 

56 

4 

8 

62 

Hawthorne    

29 

16 

54 

12 

25 

62 

12 

41 

25 

Highland  

53 

23 

23 

15 

23 

61 

15 

23 

13 

Intermediate    

44 

23 

33 

12 

28 

60 

12 

33 

100 

50 

10 

40 

10 

26 

63 

10 

36 

30 

Lakeview    

78 

16 

5 

24 

40 

35 

24 

5 

37 

Lincoln    

76 

7 

15 

9 

38 

52 

7 

14 

63 

Lockwood    

48 

20 

32 

4 

32 

64 

40 

28 

25 

Longfellow    

53 

15 

30 

3 

34 

61 

3 

23 

26 

Melrose   Hts 

18 

43 

37 

25 

43 

31 

12 

25 

16 

75 

24 

0 

20 

44 

34 

13 

0 

29 

Prescott   

33 

33 

33 

11 

33 

55 

11 

33 

9 

University  

59 

13 

27 

27 

24 

48 

27 

24 

37 

Vocational  

15 

39 

45 

3 

15 

80 

81 

45 

51 

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RESEARCH  AND  MEASUREMENT 


205 


206 


SUPERINTENDENT'S    ANNUAL    REPORT 

Table  No.  21 
Oakland  Public  Schools— Elementary. 


1A 

17 

16.4 

0.7 

IB 

27 

13.1 

2.0 

2A 

24 

8. 

2B 

31 

8. 

10.2 

3A 

29 

8. 

3B 

37 

7. 

2.7 

4A 

36 

5. 

3.7 

4B 

38 

4. 

1.7 

5A 

35 

6. 

5B 

40 

5. 

L5 

6A 

39 

6. 

L3 

6B 

39 

5. 

7A 

32 

7. 

7B 

42 

6. 

1.9 

8A 

26 

5. 

8B 

30 

3. 

5.2 

*  The  percentage  of  over-age  and  slow  was  taken  on  September  IS,  1917. 

**  The  percentage  of  failure  was  taken  at  the  end  of  the  term  in  Januar 
who  left  the  Oakland  schools  during  the  term   (an  av 

are  not  considered  among  the  failures.     We  know  from  experience  that  a  very  high 
percentage  of  these  will  fail  to  make  normal  progress  in  school  tllil 

***The  percentage  of  acceleration  was  figured  from  the  number  <>f  pupil*  in 
each  grade  at  the  end  of  the  term  who  had  made  progress  more  rapid  than  normal. 

Following  are  a  few  of  the  facts  revealed  by  tables  19,  20  and  21  nd 
a  few  of  the  questions  suggested: 

1.  30%  of  the  children  in  the  first  grade  are  retarded  in  jim^resa. 
Why  is  this  percentage  so  high?  Is  the  course  of  study  not  adapted  t>> 
the  needs  of  the  children?  Is  the  administrative  machinery  wrong? 
Why  should  one  child  out  of  three  in  the  first  grade  be  ret  aught  that 
which  has  been  taught  at  him  from  one  to  eleven  times  and  which  he  has 
failed  to  learn? 

2.  The  total  retardation  in  grades  2,  3,  and  4  increases  respectively 
5,   6  and  4%.    Failure  at  the  end   of  the   term   in   these   grade- 

8,  7  and  5%  respectively.  Why  is  the  percent  of  failure  greater  than 
the  increased  percent  of  retardation?  Two  things  are  probable  I  1  I 
Several  of  those  who  fail  in  these  grades  have  failed  before,  (2)  Some 
of  those  who  have  failed  drop  out  of  school. 

3.  From  grade  four  to  grade  seven  inclusive  the  percent  of  retardation 
remains  almost  constant.  The  average  semi-annual  failure  in  each  of 
these  grades  is  between  5  and  6%.  Evidently  those  who  have  failed 
before  finishing  the  fourth  grade  have  failed  again  or  some  "former  fail- 
ure" drops  out  of  school  for  each  new  failure  that  is  recorded. 

4.  The  percentage  of  retarded  in  the  8th  grade  is  lower  than  that  of 
any  other  grade.    Is  this  due  to  the  fact  that  a  large  number  of  the  retarded 


SPECIAL  CLASSES  207 

children  reach  the  compulsory  age  limit  and  quit  school  before  they  reach 
the  8th  grade? 

5.  The  sixth  grade  furnishes  the  highest  percent  of  retardation.  Is 
this  also  due  to  the  compulsory  age  limit? 

6.  The  percent  of  acceleration  increases  gradually  until  the  8th 
grade  is  reached.  The  percent  of  retardation  does  not  increase  in  the 
upper  grades.  Apparently  very  few  of  the  accelerated  children  drop  out 
of  the  elementary  school  while  many  retarded  children  drop  out. 

7.  The  total  retardation  shown  by  the  tables  is  39.8%,  the  total 
acceleration  is  15.5%.  However,  if  the  figures  could  be  given  for  all 
those  who  have  dropped  out  of  these  grades  the  balance  would  be  much 
heavier  for  retardation. 

8.  The  percent  of  failure  in  the  first  grade  is  double  that  of  any  other 
grade. 

9.  The  percent  of  failure  in  the  8th  grade  is  lower  than  that  of  any 
other  grade. 

The  Psychological  Clinic 
The  remainder  of  this  report  deals  with  those  phases  of  work  classi- 
fied under  the  Psychological  Clinic.  It  deals  with  (1)  The  direction  of 
the  special  classes  for  children  who  are  unable  because  of  mental 
trouble  to  do  their  work  with  a  regular  class,  (2)  The  general  study  of 
individual  differences  among  children  thruout  the  schools,  (3)  The  general 
problems  of  gradation  and  promotion. 

The  Special  Classes 

There  are  twelve  "Special  Classes"  so  located  that  each  may  serve  the 
needs  of  four  or  five  buildings  that  may  contribute  to  its  enrollment. 
Any  pupil  may  be  a  candidate  for  a  special  class  who  is  over  age  and 
slow  and  who  shows  both  by  his  school  record  and  by  the  mental  test 
that  he  is  unable  to  work  successfully  with  a  regular  class.  The  purpose 
of  the  special  class  instruction  is  to  give  each  pupil  as  much  of  the 
regular  curriculum  as  he  can  take  with  reasonable  effort,  to  give  more 
work  of  manual  and  vocational  nature  than  can  be  given  in  the  regular 
classes,  to  discover  and  to  train  any  special  ability  that  each  child  may 
show  which  will  enable  him  to  become  a  useful  member  of  society, 
partially  or  wholly  self  supporting.  The  purpose  of  the  special  class  is 
not  to  coach  up  a  child  to  enter  a  regular  class  again.  However,  if  a  child 
shows  at  any  time  the  ability  to  do  work  with  a  regular  class  he  should 
be  transferred  to  such  a  class. 

Each  special  class  is  limited  to  an  enrollment  of  sixteen  pupils. 

Psychological  Tests 

During  the  month  of  December,  1917  the  group  test  which  was 
designed  for  use  in  the  army  was  given  to  about  2000  Oakland  school 
children  from  grades  three  to  nine  inclusive.  The  purpose  was  to  get 
age  and  grade  standards  for  these  tests.  As  soon  as  certain  standards  had 
been  gained  these  tests  were  withdrawn  by  the  government  from  school 
use.  In  the  brief  time  that  these  tests  were  used  it  was  demonstrated  that 
they  could  be  of  real  service  in  school  administration. 


208 


SUPERINTENDENT'S    ANNUAL    REPORT 

OTIS  TEST 
May  28,  1918—8  B  Scores— 900  pupils 


Legend 

Lowest 

2nd 
3rd 
4th 
5th 
6th 
7th 
8th 
9th 

Highest  10th 


Score 
10%—  20-  55 
«  _  56-  63 
«  _  64-  70 
«  _  7i_  76 
»  _  77-  81 
»  _  82-  86 
«  _  87-  91 
»  _  92-  98 
«  _  99-106 
"    —107-144 


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Median  Score — 81 


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ana 

This  figure  shows  the  distribution  of  scores  made  in  the  Otis  Group 
Test  by  900  High  Eighth  grade  pupils.   (For  discussion  see  page  opposite. ) 
(Each  square  □  in  diagram  represents  four  pupils.) 


209 

THE  OTIS  GROUP  TEST 
During  the  month  of  May,  we  secured  permission  from  Arthur  S. 
Otis  to  give  certain  of  his  group  tests  using  our  own  method  of  timing 
and  scoring.  These  tests  were  given  to  all  the  8th  grade  graduating 
classes,  to  all  the  low  9th  grade  classes  and  to  some  of  the  sixth  grade 
classes.     Tests  2,  3,  4,  5,  7,  and  8  of  the  Otis  series  were  given. 

RESULTS  OF  THE  TEST-HIGH  8TH  GRADE 
The  figure  on  page  208  shows  the  distribution  of  the  scores  of  the  first 
900  eighth  grade  pupils  tested  in  May,  1918.  A  glance  at  the  figure 
shows  that  there  is  a  normal  distribution  of  scores.  The  height  of  each 
column  indicates  the  number  of  pupils  as  shown  by  the  figures  on  the 
left  margin  who  made  a  certain  score,  shown  by  the  figures  at  the  foot 
of  the  column.  For  example,  two  pupils  made  scores  between  20  and  24 
inclusive,  twenty-four  pupils  made  scores  between  45  and  49  inclusive,  one 
hundred  and  two  pupils  made  scores  between  80  and  84  inclusive,  etc.  The 
range  of  scores  in  these  eighth  grade  tests  was  from  20  to  140.  The  median 
score  was  81.  The  following  table  represents  the  range  of  scores  in  each 
10%  group  of  the  nine  hundred.  The  scores  were  arranged  in  order  from 
the  lowest  to  the  highest.  Counting  up  from  the  bottom  ninety  scores 
(the  lowest  10%)  we  find  that  the  range  in  score  is  20  to  55  inclusive;  for 
the  second  ninety  (the  second  10%) ,  the  range  is  56  to  63,  etc. 

VIII.  B  SCORES— 900  PUPILS  OTIS  TEST,  MAY  28,  1918 

Score  Score 

Highest  10% 107.144         5th     "     77-81 

9th     u 99-106         4th    "     71-76 

8th     "  92-98  3rd     "     64-70 

7th    "  87-91  2nd     "     56-63 

6th     " 82-86     Lowest  10% 20-55 

The  "score"  as  we  have  been  discussing  it  means  the  total  score  made 
by  the  pupil  in  the  six  divisions  of  the  test.  It  is  well  to  note,  that  for 
the  more  careful  analysis  of  each  child's  reactions,  we  have  six  other 
scores  that  are  significant.  These  are  the  scores  for  each  individual  test. 
(See  table  below). 

TABLE  TO  SHOW  THE  25  PERCENTILE,  THE  50  PERCENTILE,  AND 
THE  75  PERCENTILE  SCORES  FOR  EACH  OF  THE  SIX  TESTS. 

Test  No.  ~~2        3~     4        5        7        8 


75  percentile  17       15      22       16       16       14 

50  percentile  14       13       16       14       14       12 

25  percentile 11       11         8       12       12       10 


The  table  shows  that  in  test  2, 
25%  of  the  pupils  made  a  score  of  11  or  below. 
50%  of  the  pupils  made  a  score  of  14  or  below. 
75%  of  the  pupils  made  a  score  of  17  or  below. 


210 


SUPERINTENDENTS    ANNUAL    REPORT 

OTIS  TEST 
9A  Grade — 690  pupils 
May  28,  1918 


Lowest  or 

2nd 
3rd 
4th 
5th 
6th 
7th 
8th 
9th 

Highest  or  10th 


Score 
1st  10%—  20-  60 

—  61-  69 

—  70-  77 
_  78-  82 

—  83-  87 
_  88-  93 

—  94-99 
—100-106 
—107-115 
—116-149 


Median  Score 


Score 


Score  by  Group  Test 

This  figure  shows  the  distribution  of  scores  made  in  tl 
Test  by  690  Low  9th  grade  pupils  in  May,  1918. 

(Each  square  □  in  the  above  diagram  represents  four  pup;' 


RESULT  OF  CROUP  TESTS  211 

This  table,  therefore,  furnishes  the  means  of  studying  any  pupil's 
score  from  six  different  angles. 

The  results  of  the  tests  of  the  8th  grade  pupils  together  with  their 
scholarship  reports  will  be  sent  to  the  high  schools  in  Oakland  where  the 
pupil  is  to  enter  school  next  fall.  We  recommend  that  those  pupils  who 
represent  the  highest  20%  of  the  city,  according  to  the  test  score,  and  who 
also  have  good  scholarship  records  be  given  a  heavier  schedule  of  mental 
v%ork  in  the  high  school  this  fall.  On  the  other  hand,  all  those  who  made 
low  scores  in  the  te>t  and  who  also  have  poor  scholarship  records  are  cited 
for  special  guidance  and  counsel  in  the  school  work  wlm  li  they  elect  for 
the  future. 

The  test  data  should  be  of  similar  service  to  those  who  have  charge 
of  the  guidance  of  the  9th  grade  pupils  in  their  course  of  study. 


LOW  9TH  GRADE 

I  \\t-  figure  <>n  page  210  shows  the  distribution  <>f  the  scores  for  690 
low  9th  grade  pupil-.  The  median  score  for  the  ninth  grade  is  88.  The 
following  table  represent*  the  rang««  <>f  M-ores  for  each  10' ;    group. 


I9A  <  \m-  <>n-  Ti>T,  May  28,  1918. 

Score. 
Highest  or  LOtfc   LOfl  116-1  19 

9th     "  107-115 

8th     M  100-106 

7th     -  94-99 

6th     "  .  88-93 

5th     "     83-87 

1th     "  78-82 

3rd     "     70-77 

2w\     "     61-69 

Lowest  or  1st     "     20-60 


The  department  plans  to  follow  these  high  school  pupils  thru  their 
next  year's  work,  and  to  make  recommendations  as  to  increasing  or  dimin- 
ishing or  changing  the  course  in  many  individual  cases.  The  tests  should 
help  us  to  pick  out  many  students  of  superior  capacity  and  should  enable 
us  to  give  them  work  better  suited  to  their  needs.  Every  pupil  should  have 
large  freedom  to  do  that  which  he  is  capable  of  doing. 


212 


SUPERINTENDENT'S    ANNUAL    REPORT 


BINET  TEST 
KINDERGARTEN— OAKLAND,  CAL. 

MEDIAN  MENTAL  AGE  5-10 

No.  of  Pupils — 55 


1 

G^CBlttC 

1 

Those  above  this  point 

y  (21',,  1     have     mrp.lal 

found   in   thfl   low    l»t 

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1 

Median  Mental  Age  5-10 


(Each  square  □  in  the  above  diagram  represents  one  pupil.) 


(For   discussion   see   page   213) 


213 

BINET  TESTING 

Since  January  1,  1918,  3003  pupils  have  been  given  the  individual 
mental  test  The  Binet  test,  Stanford  revision,  has  been  used.  Practically 
all  this  testing  above  the  primary  grades  has  been  done  by  Mr.  Knollin, 
Mrs.  Hicks  and  Mr.  Dickson.  Nearly  all  of  the  tests  of  the  first  and 
second  grades  have  been  made  by  thirteen  teachers  who  have  been  espe- 
cially trained  for  the  testing  of  pupils  below  the  nine-year  mental  level. 
These  tests  involved  56  kindergarten  children;  1015  first  grade  children, 
and  the  rest  are  scattered  from  second  grade  to  high  school  inclusive. 

The  tests  made  by  Mr.  Knollin  and  Mrs.  Hicks  were  mainly  on  children 
in  the  Detention  Home.  Those  made  by  Mr.  Dickson  were  of  cases  involv- 
ing some  special  difficulty  in  the  classroom,  either  as  to  progress  or  disci- 
pline, or  of  pupils  desiring  to  leave  school  to  go  to  work.  A  very  lar^e 
percentage  of  the  children  who  were  tested  because  they  had  trouble  in 
school  or  because  they  had  been  sent  to  the  Detention  Home  were  found 
to  be  mentally  retarded.  Many  of  them  are  in  the  border-zone  class  and 
some  are  feeble-minded. 


The  Kindergarten  Tests. 

The  graph  on  page  212  shows  the  tabulation  of  the  mental  ages  of  55 
kindergarten  children.  These  tests  involve  all  children  found  in  the 
kindergartens  where  the  tests  were  made,  hence  the  cases  are  unselected. 

The  data  were  compiled  about  the  middle  of  the  term. 
The  mental  ages  range  from  3  yr.  6  mo.  to  7  yr.  10  mo. 
The  median  mental  age  is  5  yr.  10  mo. 

The  ages  of  the  children  range  from  4  yr.  8  mo.  to  8  yr.  2  mo. 
The  median  age  is  6  yr.  0  mo. 

The  most  significant  fact  here  is  that  the  children  in  this  group 
represent  mental  ages  in  five  different  year-groups.  Imagine  the  difficulty 
of  the  teacher  when  she  tries  to  put  the  same  problems  before  a  group  of 
children  some  of  whom  are  mentally  3  years  old,  others  4,  others  5,  others 
6,  and  still  others  7.  A  teacher  cannot  be  expected  to  do  satisfactory  work 
with  a  large  class  of  children  who  have  such  a  wide  range  in  mental 
ability.  21%  of  these  kindergarten  children  have  a  mental  age  of  6  years 
and  6  months  or  over.  This  is  above  the  median  mental  age  of  the  low 
first  grade  children.  In  other  words  it  would  appear  that  21%  of  these 
kindergarten  children  could  be  doing  low  first  grade  work  better  than  the 
average  child  now  in  the  low  first  grade.  On  the  other  extreme,  20%  of 
these  children  have  a  mental  age  below  5  years.  Our  kindergarten  work 
is  not  planned  to  fit  such  children.  If  these  children  all  remain  in  the 
kindergarten,  they  should  be  grouped  according  to  ability.  Mental  testing 
should  be  used  to  assist  in  this  grouping. 


214 


SUPERINTENDENT'S    ANNUAL    REPORT 

BINET  TEST 

MENTAL  AGE,  LOW  FIRST  GRADE— OAKLAND 

397  cases 

MENTAL  AGE  ^J^V^f   9«  9^ 

Below  6-0  M.  A. — zo.~ 


1    |    | 

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Pupils  tn  the  right  of  this 

1— 1 

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p 

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above   the  average   found 

Oh 

in  the  nt-xt  grade  higher 

b 

(IB). 

O       " 

crj 

W       " 

S     - 

P 

2; 

■i 

m&2M 

CO.' 

9 

KlES 

53 

4l2Ui6lRlinl5l7UlfilAhnihl?l4T 

6l8:KL7:2.4l6  8.108.2:4  6.8.10.9.2   4; 

Mental  Age  in  Years  and  Months. 


About  90  %  of  pupils  below  6  6  years  4  months  equals  City  median  for 

years  will  fail  this  term  s  work.  1A  grade. 

(Each  square  □  in  the  above  diagram  represents  one  pupil.) 


215 

FIRST  GRADE  TESTS 

The  graph  on  page  214  reveals  the  mental  age  distribution  of  397 
unselected  low  first  grade  children  tested  about  the  middle  of  the  term. 

The  median  mental  age  is  6  yr.  4  mo.  This  is  about  the  age  that  we 
would  expect  to  find  doing  satisfactory  low  first  grade  work. 

113  children,  or  28.2%  of  the  group,  tested  below  6  years  mental  age. 
Since  our  first  grade  work  is  planned  for  the  6-year-old,  these  children 
"theoretically"  do  not  belong  in  the  first  grade.  "Practically"  about 
90%  (our  figures  are  not  quite  complete)  of  this  group  failed  to  pass  to 
the  next  grade  at  the  end  of  the  term.  Although  30%  of  the  children  in 
the  first  grade  in  September  had  failed,  an  average  of  15%  failed  (again?) 
at  the  end  of  the  term. 

The  mental  test  reveals  that  we  should  expect  about  20%  to  fail 
for  one  reason  alone — they  have  not  yet  reached  the  mental  age  necessary 
to  master  the  first  grade  course  of  study  without  an  unusual  amount  of 
personal  attention.  Each  year  there  are  from  400  to  600  children  in  Oak- 
land who  are  struggling  with  first  grade  work  who  stand  almost  no  chance 
of  passing.  Is  it  not  an  injustice  to  childhood  to  require  or  even  to  permit 
these  children  to  try  to  do  work  that  is  impossible  for  them,  only  to  fail 
them  at  the  end  of  the  term  and  make  them  do  the  same  work  over  again? 
To  introduce  the  little  child's  school  career  with  a  failure  is  very  likely 
to  have  an  undesirable  effect  on  his  attitude  toward  later  school  life.  These 
children  should  do  work  more  slowly  and  succeed,  or  they  should  be  given 
other  work  which  they  can  do.  The  mental  test  is  a  great  assistance  in 
discovering  these  children  when  they  enter  school. 

50.4%  of  these  low  first  grade  children  had  mental  ages  between  6  and 
7  years.  Theoretically,  this  is  the  group  that  is  properly  graded  for  the 
work  that  is  supposed  to  be  done  in  the  low  first  grade.  From  this  it 
would  appear  that  only  one-half  of  our  low  first  grade  children  are  work- 
ing where  their  mental  capacities  really  fit  them  to  work. 

21.4%  of  this  group  tested  with  a  mental  age  of  7  years  or  above.  This 
is  above  the  median  mental  age  found  in  the  high  first  grade  (6  yr.  8  mo.). 
After  just  a  little  coaching  most  of  these  pupils  would  easily  do  the  high 
first  grade  with  the  regular  class.  However,  data  gathered  during  the 
year  show  that  not  more  than  2%  of  low  first  grade  children  receive  recog- 
nition by  special  advancement  or  promotion.  Practically  every  child, 
regardless  of  his  capacity,  it  appears,  must  "serve  his  time"  in  the  low 
first  grade.  It  is  unfortunate  that  the  most  capable  minds  are  thus  taught 
with  the  "engine  idle"  much  of  the  time.  We  cannot  measure  the  serious 
results  to  later  life-power  caused  by  those  habits  of  idleness,  ease,  and 
carelessness  that  tend  to  be  formed  by  the  child  who  seldom  is  required  to 
exercise  his  maximum  power  in  the  solution  of  problems  in  early  school 
life.    Mental  tests  will  help  us  to  discover  the  gifted  child. 

The  statistics  on  acceleration  show  clearly  that  the  schools  have 
neglected  this  problem.     Mental  tests  in  other  grades  have  shown  con- 


216 


SUPERINTENDENT'S    ANNUAL    REPORT 


ditions  somewhat  similar  to  those  found  m  the  fust  grade.  By  i  scient, 1  c 
application  of  mental  tests  and  standard  tests  of  classroom  work  to  the 
gr'adatmn  and  promotion  of  pupils,  Oakland's  percentages  of  retardation 
and  over-ageness  should  be  somewhat  reduced  and  the  percentage  of  ace  1- 
eration  should  be  greatly  increased.  Incidentally,  the  quality  of  c.tizen- 
ship  for  the  future  should  be  made  better. 

THE  COST  OF  FAILURE 

At  the  end  of  the  first  term  this  year,  1919  pupils  failed  to  pass  on  with 
their  class.    The  estimated  per-pupil  cost  of  education  in  our  •  •lrm.-ntary 
grades  is  $51.66  per  year.    For  one-half  year  the  cost  would  be  $25: 
The  cost  of  teaching  these  1919  pupils  for  the  half  ear.  therefore,  DM 
been  approximately  $49,567.77.    Why  did  these  pupils  fail? 

Every  child  who  fails  should  be  examined  mentally.     Social  hi  U 
and  environmental  condition  that  are  the  most  probable  causes  of  failure 
should   be   recorded.      This   will   lay   emphasis   upon    the   study    of    tlu- 
individual.    A  proper  diagnosis  of  the  cases  will  prevent  some  ot  tl 
children  from  failing.    Putting  aside  for  the  moment  the  benefit!  that  DO 
accrue  to  some  of  the  children,  and  considering  the  prohlem  from  a  DMO0J 
standpoint  alone,  it  will  probably  cost  less  to  provide  such  attention  f«»i 
each  of  these  children  than  it  will  to  neglect  it. 

SEVEN  RECEIVING  CLASSES  COMPARED 

The  graphs  on  page  218  represent  the  mental  ages  of  all  the  km 
first  grade  pupils  found  in  seven  of  the  schools  of  Oakland.  HftOM  pupil- 
represented  by  the  red  section  have  mental  ages  between  six  and  eel 
years,  those  to  the  right  are  above  seven  years,  those  to  the  left  arc  l>rl<>\* 
six  years.  Room  B  furnishes  a  marked  contrast  to  Room  C.  B  has  28 
pupils,  C  35  pupils.  The  median  mental  age  in  B  is  7  yrs.,  in  C  5  yr.  8  m<». 
The  median  I.  Q.  (intelligence  quotient)  in  B  is  110,  in  C  86.  Let  m 
say  arbitrarily,  merely  for  a  basis  of  comparison,  that  an  I.  Q.  from  90  to 
109  inclusive  represents  normal  mental  ability.  Then,  Room  B  has  two 
pupils  testing  below  normal,  C  eighteen.  Room  B  has  twelve  pupils  test  inn 
normal,  C  eleven.  Room  B  has  fourteen  pupils  testing  above  normal,  C 
five.  More  than  50%  of  the  pupils  in  Room  C  have  not  mental  develop- 
ment sufficient  to  master,  in  the  regular  time,  the  work  planned  for  the 
grade.  More  than  50%  of  the  pupils  in  Room  B  have  a  mental  develop- 
ment equal  to  those  who  easily  master  the  work  of  the  next  grade  hiplier. 
//  the  teachers  of  these  two  rooms  were  to  be  judged  by  their  ability  to 
get  their  pupils  to  master  the  same  course  of  study,  it  might  easily  happen 
that  a  weak  teacher  in  Room  B  would  be  judged  superior,  while  a  stron 
teacher  in  Room  C  would  be  judged  inferior.  From  this  it  appears  logical 
that  a  teacher  should  not  be  judged  from  the  results  of  her  work  until  it 
is  known  what  is  the  "nature  of  the  clay"  she  has  to  work  with. 


FIRST  GRADE  TESTS  217 

From  a  study  of  the  graph,  it  appears  that  Rooms  B,  D,  E,  F,  and  G 
have  pupils  who  should  be  studied  with  a  view  to  advancement  more  rapid 
than  normal.  Schools  C  and  G  have  such  serious  problems  of  mental 
retardation  that  we  would  suggest  a  segregation  of  those  mentally  retarded 
into  special  groups  with  a  changed  course  of  study  and  a  changed  rate  of 
progress.  A  large  number  of  these  children  are  repeating  their  grade  for 
the  second,  third  or  fourth  time.  We  should  ask  ourselves  seriously  if  this 
is  the  right  thing  educationally  for  these  children. 

In  the  main,  those  children  represented  by  the  section  in  red  are  being 
fairly  educated,  those  represented  by  the  sections  to  the  right  and  to  the 
left  are  not.  The  majority  of  those  to  the  right  are  being  trained  in  habits 
of  mental  carelessness  and  idleness  which  may  remain  as  a  great  handicap 
throughout  life.  The  majority  of  those  to  the  left  are  getting  real  training 
for  undesirable  citizenship.  Almost  constantly  the  tasks  placed  before 
them  are  too  difficult,  or  impossible.  The  natural  result  is  a  loss  of  interest, 
a  loss  of  self  respect  or  a  resort  to  subterfuge  and  dishonesty  in  order  to 
gain  some  commendation  for  successful  work  which  they  see  others  getting. 
Social  unrest,  sham,  and  the  I.  W.  W.  spirit  may  easily  have  their  begin- 
nings in  these  early  social  problems,  and  particularly  is  this  true  if  the 
problems  go  unchanged  on  thru  the  grades.  The  place  to  start  the  change 
is  where  the  differences  are  discovered.  From  those  who  have  little 
capacity,  little  should  be  required.  From  those  who  have  great  capacity 
much  should  be  required.  Sometimes  the  American  spirit  of  freedom  and 
equality  is  interperted  to  mean  that  all  must  be  made  to  fit  into  the  same 
mould.  On  the  contrary,  we  believe  that  it  means  that  every  individual 
should  have  equal  opportunity  and  freedom  to  develop  as  his  abilities  and 
circumstances  permit.  In  most  of  these  rooms  there  should  be  two  or  three 
divisions  in  the  class — the  slower  ones  in  one  division,  the  faster  ones  in 
another.  In  a  large  school  like  the  Prescott  this  segregation  can  be  by 
rooms. 

The  slower  division  should  be  given  a  minimum  course  composed  of 
the  bare  essentials  required  to  do  the  work  of  the  next  higher  grade  and 
this  course  should  be  enriched  with  problems  bearing  upon  civic  life  and 
clean  living.  If  history  repeats  itself,  most  of  these  pupils  will  never  reach 
the  sixth  grade  of  our  schools  unless  our  curriculum  and  methods  of 
promotions  are  changed. 

The  faster  divisions  should  do  broader  work  and  should  also  move 
thru  the  grades  faster. 

Until  some  scheme  is  adopted  by  the  administrative  authorities  of  our 
schools  looking  toward  a  recognition  of  and  an  adjustment  for  such 
individual  differences,  we  shall  continue  to  give  an  education,  a  large 
part  of  which  is  injurious  to  at  least  one  third  of  our  school  children  in 
the  Elementary  grades. 


218 


SUPERINTENDENT'S    ANNUAL    REPORT 

BINET  TEST 
SEVEN  RECEIVING  CLASSES  COMPARED 

Mental  Age  in  Years  and  Months 


A— Elmhurst  School— 23  pupils. 

Median  mental  age,  6  yr.,  4  mo. 
Median  L  Q.  99. 

Thia  is  a  room  with  average  ability. 


No.  with  I.  Q.  beWv  90       —  4 

••      n  IS 

llUorib-.*-         I 


B—  Lakeview  School— 28  pupils. 

Median  mental  age  7  yr.,  0  mo. 
Median  I.  Q.  110 

Here  the  ability   i«   far  above   the  average. 


-TTTT-rrm  l  M  1  M  I  1  I  I  I 


Belt* 

no 


i  jiilla 


C — Lazear  School — 35  pupils. 

Median  mental  age,  5  yr.,  8  mo. 
Median  I.  Q.  86. 

Here  ability  is  very  low — normal  progTeaa  impoaaible. 


Below     oo     1R 

■-     11 
llu 


1 

1 

_^ 

■ 

10 

4 

7 

4letfi 

10 1  5 1  2  1  4 1  6  i  a  1 10 '  6  2    4 

I 

vll 

AT 

r.\ 

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E 

IN  Ye> 

LBS 

1 

M 

.  !» 

h 

»N' 

IB 

s 

D — Lincoln  School — 47  pupils. 

Median  mental  age,  6  yr.,  6  mo. 
Median  I.  Q.  97. 


Below    f' 

90  to  H> 

110  Bp       3 
Here  ability   i*  average— 10  pupila  are  below  and   12  are  above   tbe   atandard   *et    (or   the   t 


RESEARCH  AND  MEASUREMENT 

BINET  TEST 

Mental  Age  in  Years  and  Months 


219 


4  2    4  £l 

ft  10  F)   ?    4 

fi  ft  in  fi  ?U'r  ft  in  7 

?>4  fi  alia 

ft, 2   4  6  ft 

10  9  2 

4 

M 

■ 

■ 

■ 

1 

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■ 

z 

: 

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i 

E— Lockwood  School— 29  pupils. 
Median  mental  age,  6  yr.,  4  mo. 

Median  I.  Q.  101. 

(For  discussion  see  page  216) 

Hrrr    ability    i»    average — 8    pupilt    .hould    be    .tudied   with    a    view    to   acceleration 


Below  90—4 

90  to  110—20 

110  up—  5 


F—  Longfellow  School— 53  pupils. 

M<-<iian  mental  age,  6  yr.,  6  mo. 
Median  I.  Q.  97. 

Here   i»  «ood   ability — 14   pupilt  »hould   be   .tudied   with   view    to  acceleration. 


Below     90—  9 

90  to  109-36 

110  up-  8 


fl.lQ  b  2!4    6    fi. 10  71  2    4    6    fl   10 

Mental  Age  in  Years  and  Months 


G — Prescott  School — 110  pupils. 

Median  mental  age,  6  yr..  2  mo. 
Median  I.  Q.  88. 


Below    90—67 

90  to  109-^18 

110  up—  6 

Here  .egregation  i.  badly  needed— 35%  test  below  6  yr..  The  median  I.  Q.,  88.  .bow.  that  mo.t  of 
the.e  children  are  old,  but  .low  mentally.  64  pupil,  are  more  than  7  year.  old.  24  are  more  than  8  year, 
old  1  i»  12  yr».  9  mo..  Stati.tic.l  atudy  .how.  that  a  very  .mall  per  cent  of  the  pupil,  who  enter  tni. 
whool  fini.h  the  8th  grade.  Thi.  receiving  cla..  number.  110.  the  8th  grade  graduating  cla..  number. 
13.     There    are    more    than    1,000    pupil,    in    the    eight    grade.. 

The  graph,  .hown  above,  A.  B.  C.  D,  E.  F,  G.  repre»ent  the  mental  age.  of  all  the  children  in  the 
low  fir.t  grade  clawe.  of  the»e  re.pective  .chool..  Other  graph,  could  be  .hown,  but  the.e  were  chceo 
because   they   appear   to   represent   the    different    type,  of   .chool.   of    the   city. 

(For  diacuMion  tee  page  216) 


220 


SUPERINTENDENT'S    ANNUAL    REPORT 


LOW  FIRST  GRADE 
Cases  below  6-0  Mental  Age— OAkl.  \\I> 


For  this  group  die 

Median  Mental  Age — 5-6 

Gbron.  tge — 6-8 

44       LQ 

Of  102  cases  below  (►  0  mental  age, 
10    are    reported    doing    satisfactoi 
Seven  of  these  tan  have  I.  Q.*i  ibovt  91 
mental   ages  above   S-8,   which    makes    : 
practically  normal. 

90%  of  the  children  who  test  helow  6-0 
mental  age  will  fail  to  pan  die  regular 
grade  work. 

I  predict  that  very  few,  if  any,  of  these 
children  will  finish  the  6th  grade  of  the 
course  of  study  as  now  organi. 

Future  research  should  demonstrate  the 
truth  or  error  of  this  prediction. 


51 


2.4   6  fl 


^ 


4    6 


AJ0. 


(Each  square  □  in  the  above  diagram  represents  one  ,»uPi!. 


MENTAL  AGE  BELOW  SIX  YEARS  221 

THOSE  WHO  TEST  BELOW  SIX  YEARS  MENTALLY 

The  graph  on  page  220  represents  the  chronological  ages,  and  mental 
ages  of  102  low  first  grade  children  who  tested  below  six  years  mentally. 

Of  these  102  cases  onlv  10  are  reported  by  the  teachers  as  doing  satis- 
factory work  (one  month  before  end  of  term.)  Seven  of  these  ten  have 
I.  Q.'s  above  91  and  mental  ages  5  yr.  8  mo.  or  above,  which  makes  them 
practicallv  normal  for  this  work.  In  other  words,  90%  of  the  children 
who  tested  below  6  years  mentally  are  not  doing  satisfactory  work  for 
their  teachers.  Some  of  them,  however,  will  be  passed  on  to  the  next 
teacher  because  they  have  spent  several  terms  in  the  present  grade.  How 
manv,  if  any,  of  these  children  will  finish  the  sixth  grade  of  our  schools 
with  the  course  of  study  as  now  organized?  Future  research  should 
answer  this  question. 

All  the  evidence  which  we  have  at  present  leads  us  to  one  conclusion — 
that  children  who  test  belotv  6  years  mentally  are  not  ready  to  attempt  the 
regular  first  grade  nork  ivith  a  regular  class  under  standard  conditions. 
Such  an  attempt  is  almost  sure  to  result  in  failure.  We  believe  that  it  is 
unwise  from  every  point  of  view  to  force  a  child  to  undertake  work 
which  he  is  not  yet  mentally  prepared  to  receive.  We  therefore  propose 
the  following  plan  to  assist  in  the  segregation  and  classification  of  pri- 
mary pupils  in  Oakland: 

First:  That  all  kindergarten  children,  if  possible,  be  given  the  indi- 
vidual Binet  test,  and  that  those  who  fail  to  reach  a  six  year  mental  level 
shall  not  be  promoted  to  regular  first  grade  work  unless  in  the  judgment 
of  the  kindergarten  teacher  the  child  shows  possibilities  of  success.  Those 
who  should  not  be  retained  in  kindergarten  work  should  be  put  in  a 
special  first  grade  room  or  a  special  division  of  the  first  grade  class  where 
the  work  attempted  shall  be  a  preparation  for  first  grade  work,  and  where 
the  child  can  be  successful  in  the  work  he  attempts.  This  will  prevent  a 
large  part  of  the  20^  or  30$  of  failure  which  we  now  have  in  the  first 
grade.  It  is  true  that  such  children  may  require  a  year  and  a  half  or  two 
years  to  accomplish  the  first  grade  work,  but  we  feel  that  in  its  effect  upon 
child  life  there  is  a  vast  difference  between  failure  and  success  at  a  slower 
rate  of  speed. 

Second:  That  all  receiving  class  children  who  have  not  been  tested 
in  the  kindergarten  shall  be  tested  as  soon  as  possible  after  entering 
school  and  segregation  be  made  in  the  same  manner  as  mentioned  above. 

The  graph  on  page  222  represents  the  distribution  of  mental 
ages  of  144  unselected  cases — children  found  working  in  the  high  first 
grade.  From  the  data  gathered,  it  appears  that  the  mental  development  that 
is  necessary  for  satisfactory  work  in  this  grade  is  6  yr.  and  4  months.  29% 
of  these  children  test  below  that  mark.  20%  show  by  the  test  a  mental 
development  superior  to  the  average  found  in  the  low  second  grade.  Can 
these  children  do  the  work,  even  approximately,  for  which  each  is  fitted 
unless  there  is  division  of  the  class  into  groups  according  to  ability? 


222 


SUPERINTENDENT'S    ANNUAL    REPORT 


BINET  TEST 

MENTAL  AGE,  HIGH  FIRST  GRADE— OAKLAND 

144  cases 

Nearly  15%  of  these  children  have  a  mental  development  less  than 
that  which  is  necessary  to  do  satisfactory  first-grade  work. 

20%  have  mental  development  superior  to  the  average  found  in 
the  low  second. 


'    ' 

1  1 1  1 

■      M'Fn  AN  MFNTAI  AGF 

6 

■ 

■ 

■      ■ 

■ 

H 

_ 

k.                       •«* 

■  ■ 

|4.6a        |az 

I-        #     ■ 

T              *" 

:8liol5l2Ul6lalini6!2.!4;.6lflio  7  24:6  8  m  824  6  a  i:9 

Mental  Age  in  Years  and  Months 


Of  this  14.6%,  very  few, 
if  any,  can  do  first  grade 
work. 


Mo*i  of  iliin  20.1'  'c  coald  do 

v>c>rk  -  thr  avrr.i 

the  i 


MENTAL  AGE-  HIGH  FIRST  GRADE  223 

THE  HIGH  FIRST  GRADE 

The  graph  on  page  222  represents  the  distribution  of  mental  ages  of 
144  high  first-grade  children — an  unselected  gToup.  It  shows  14.6%  of 
these  children  \vho  test  below  6  years  mental  age,  most  of  whom  are 
repeaters  and  are  not  adapted  to  the  regular  work  of  the  grade. 

It  should  be  kept  in  mind,  however,  that  sometimes  a  child  who  tests 
low  has  personal  habits  of  industry,  perseverance,  and  attention  which 
overcome  other  deficiencies  and  permit  him  to  do  better  work  than  many 
others  who  have  the  same  mental  level  as  he  but  have  not  these  desirable 
personal  traits.  Vice  versa,  sometimes  a  child  who  tests  high  does  not 
succeed  in  his  studies  as  he  should  because  he  lacks  these  desirable  per- 
sonal traits.     Such  constitute  the  exceptions  and  not  the  rule. 

20^  of  these  children  (see  graph)  show  a  mental  development 
superior  to  the  average  found  in  the  low  second  grade.  Should  these 
children  be  considered  for  immediate  advancement  to  the  second  grade? 
Here  we  are  confronted  by  a  serious  administrative  problem.  While 
"jumping"  of  grades  can  often  be  accomplished  successfully  by  bright 
children,  all  educators  will  probably  agree  that  it  is  not  the  most  desir- 
able way  to  make  rapid  advancement.  There  are  certain  requirements  in 
learning  to  read  in  the  first  grade  that  make  it  very  difficult  for  these 
brighter  children  to  be  advanced  by  "jumping"  to  the  next  grade,  but  if 
the  children  could  be  given  a  little  special  attention  many  of  them 
could  do  the  work  very  much  more  rapidly  than  the  rest  of  the  members 
of  the  class.  Similar  conditions  are  found  in  other  classes  and  other 
grades.  Ideally  each  child  should  do  the  work  for  which  he  is  fitted. 
Can  these  children  in  the  high  first  grade  do  the  work,  even  approxi- 
mately, for  which  each  is  fitted  unless  there  is  division  of  the  class  into 
groups  according  to  ability? 

There  are  critics  of  general  intelligence  tests  who  say  "There  is  no 
such  thing."  We  shall  leave  that  question  for  philosophers  to  debate. 
The  fact  that  concerns  us  is,  that  the  mental  test,  given  in  about  thirty 
minutes,  does  reveal  with  remarkable  accuracy  whether  or  not  a  child  will 
be  able  to  do  successfully  his  first  grade  work.  Altho  our  study  has  not 
been  so  extensive  in  other  grades,  results  indicate  that  the  mental  test 
likewise  reveals  the  capacity  necessary  to  do  successful  school  work. 

WARNING 

Lest  the  reader  misunderstand  our  attitude  toward  the  use  of  the 
mental  tests,  let  us  give  this  warning  statement.  We  do  not  believe  that  a 
mental  test  should  be  taken  as  the  sole  basis  for  grading  or  promoting  or 
segregating  children.  What  we  do  believe  is  that  the  mental  test  furnishes 
very  important  facts  to  be  included  as  one  factor,  together  with  such  other 
factors  as  health,  attitude,  behavior,  training,  environment,  and  heredity, 
in  the  making  of  the  decision  of  what  should  be  done  for  each  individual 
child. 


224  SUPERINTENDENT'S    ANNUAL    REPORT 

SUMMARY  AND  RECOMMENDATIONS 

schools  should  be  extended  next  year. 

2  Bibliographies  on  many  school  topics  are  available  in  the  Departrnent 
StoSSi.  These  bibliographies  should  be  extended  mco-operauon 
with  teachers  and  with  the  committee  on  professional  stu.lv. 

3  The  standard  tests  in  Arithmetic  and  Handwriting  show  great  d.ffer- 
'    ences  in  the  accomplishments  of  children   in  the  same  room.     The 

room  medians  for  the  same  grade  in  different  school,  also  show  a  wide 
range  of  variation.  More  extensive  use  of  standard  test*  should  be 
encouraged. 


SUMMARY  AND  RECOMMENDATION  225 

The  interest  shown  among  principals  and  teachers  in  standard  tests  of 
classroom  work  and  in  mental  testing,  both  group  and  individual,  is 
indicative  of  open  minds  and  a  progressive  attitude. 

The  age  and  progress  tabulation  shows  that  the  Oakland  Elementary 
grades  have  an  unusual  amount  of  over-ageness  (51%)  and  of  retarda- 
tion (40%).  These  percentages  should  soon  be  reduced  or  causes 
explained.  At  the  same  time,  our  schools  have  a  very  high  percentage 
of  pupils  who  have  been  accelerated,  which  shows  that  real  effort  must 
have  been  made  to  promote  children  when  they  tvere  ready.  However 
this  acceleration  has  been  with  pupils  who  are  over-age  for  their 
grade.  This  is  shown  by  the  fact  that  17%)  of  our  pupils  have  made 
rapid  progress  while  only  7%  are  under-age.  In  22  cities  of  the  State 
of  New  York  the  percent  of  under-age  was  8.4%.  Therefore,  Oakland 
has  discovered  a  smaller  percentage  of  its  bright  children  to  give  them 
recognition  by  more  rapid  advancement  than  have  these  other  cities. 
The  welfare  of  our  democracy  and  the  need  for  leadership  demand  that 
we  pay  more  attention  to  the  proper  training  of  our  children  who  have 
superior  mental  capacity.  We  should  find  the  child  who  is  capable 
of  doing  more  and  give  him  more  to  do. 

"Leaving  school  between  the  fourth  and  the  eighth  grades  by 
children  who  are  retarded  constitutes  an  enormous  problem.  It 
should  be  made  the  subject  for  careful  study  in  the  future.  The 
research  studies  made  this  year  warrant  this  thesis, — About  8%  of  our 
present  enrollment  or  one-fourth  of  those  tvho  are  over-age  and  slow, 
u  ill  be  found  to  hair  inherent  mental  tendencies  that  make  tfie  ordinary 
COWie  of  Study  cither  impossible  or  impractical  of  attainment.  For 
such  children  a  special  curriculum  should  be  prepared  looking  toward 
fitting  them  for  useful  vocations  that  do  not  depend  largely  upon 
mental  achievement. 

Mental  tests  together  with  the  teachers'  reports  of  classroom  work 
show  that  approximately  51%  of  the  children  of  the  first  grade 
are  adapted  to  the  requirement  of  that  grade; — about  29%;  cannot  do 
the  work  outlined  for  the  grade  and  about  20%  could  do  much  more 
than  is  required.  Other  grades  show  similar  conditions  but  have  not 
as  large  percentages  "above  normal"  or  "below  normal". 

Standard  tests,  both  psychological  and  pedagogical — group  and 
individual — should  be  of  great  assistance  in  classification  of  pupils 
according  to  ability  and  capacity  to  do  the  work.  They  should  inspire 
better  teaching  and  better  educational  guidance  through  a  more  inti- 
mate knowledge  of  the  individual  child.  Teachers  and  principals 
should  be  trained  to  use  and  to  interpret  standard  tests  of  mentality 
and  of  achievement  as  an  assistance  to  better  teaching  and  to  better 
classification  of  pupils  and  also  as  an  assistance  in  the  educational  and 
vocational  guidance  of  pupils  as  they  pass  through  our  schools. 


226 


SUPERINTENDENT'S    ANNUAL    REPORT 


♦SCIENTIFIC  METHODS  APPLIED  TO  VOCATIONAL  GUIDANCE 
Much  has  been  written  and  much  has  been  said  concerning  reload 
guidance  in  the  schools  of  to-day.  Vocational  guidance  bureaus  art  be  n, 
established  in  many  cities.  I  wish  to  commend  the  movant  for  what 
fhas  done.  At  the  same  time  I  challenge  much  of  the  work  that  -  M* 
done  when  viewed  from  a  scientific  standpoint  fAonM  an  alysie. 
some  of  it  appears  to  me  more  worthy  of  the  name  "\  m-atmnal  Cues*, 
work"  than  "Vocational  Guidance". 

To  understand  why  I  make  this  charge,  let  BJ  examine  MM  of  t  »<■ 
methods  pursued  by  some  vocational  guidance  counselors.  IV.k.bU  the 
most  common  field  for  vocational  guidance  is  in  the  nigh  ■chooL  Ittfl 
practice  followed  in  high  schools  is  often  that  of  requiring  each  pupd  to 
fill  out  a  certain  blank  on  which  he  is  asked  to  give  information  COO •.-rn- 
ing  himself  and  family.  Some  of  the  queationi  involve  purely  historical 
data;  some,  volition  or  wish;  others,  judgment  based  upon  tin-  torn 
tion  of  the  individual  answering.  For  example,  bore  are  I  km  ol  the 
questions  from  a  blank  in  use  in  one  of  our  «  it\  schoole: 

1.  Can  you  see  any  indication  of  inherited  tendencies  m  your  OSTB 
life? 

2.  Has   your   environment   caused    any    trade    oi    profession    to    be 
favored? 

3.  Do  your  parents  urge  any  particular  occupation? 

4.  Have  you  a  real  desire  for  studying? 

5.  What  manual  work  would  you  rather  do  than  stud]  ? 

6.  Has  your  school  experience  made  you  conscious   of   any    special 
ability? 

7.  If  your  physical  condition  is  poor,  name  Bonn  Ould 
safely  enter. 

8.  What  vocation   requiring   nervous   or   physical    strain    OOttld    fOSJ 
not  enter? 

9.  Are  you  a  good  leader? 

10.  Are  you  a  kicker — an  obstructionist? 

11.  Are  you  honest,  prompt,  conscientious,  tactful/ 

The  factors  that  might  influence  the  child  in  filling  out  such  n  blank 
are  so  various  that  I  need  only  point  out  the  fact  that  advice  and  OOSmad 
based  upon  such  data  would  be  dangerous,  because  the  data  ia  unreliable. 
If  the  same  blank  were  filled  out  by  the  child  again  two  months  Inter  manv 
of  his  answers  would  probably  be  different. 

What  else  does  the  vocational  counselor  have  to  assist  him?  Sometimes 
he  has  the  child's  immediate  school  record  of  class  work.     Frequently  mil 

•This  paper  was  presented  by  Virgil  E.  Dickson  before  the  meftinK  of  the  grade 
uno  ™? C  P"1101?^  and  the  supervisors  of  the  School*  of  Oakland  in  January. 
tyiB.  the  topic  before  the  meeting  was  "Vocational  Guidance"  It  ia  printed 
here  by  request  of  the  Superintendent  of  Schools. 


VOCATIONAL  AND  EDUCATIONAL  GUIDANCE  227 

is  the  child's  own  statement  of  his  record.  He  may  have  the  record  of  the 
physical  examination;  he  has  the  opportunity  of  personal  conference  with 
the  child. 

To  summarize,  the  advice  as  finally  given  often  rests  upon  the  family 
and  personal  history  of  the  child  given  by  himself;  the  child's  record  in 
school;  the  child's  personality  as  viewed  by  the  vocational  counselor  or 
by  some  teachers  asked  to  report  on  the  case;  the  volition  of  the  child  or 
of  his  parent;  and  the  knowledge  which  the  vocational  counselor  has  of 
vocations  and  their  requirements.  One  of  the  most  powerful  factors 
usually  considered  in  selecting  the  vocation  is  the  wish  of  the  child  and 
this  wish  may  be  based  upon  a  chance  companionship  with  a  friend,  the 
location  of  a  certain  industry  in  an  attractive  place,  ease  of  work,  social 
standing  involved,  salary,  etc.,  without  any  thought  of  individual  fitness 
whatever.  To  follow  a  child's  wish  for  a  vocation  is  about  as  scientific  as 
to  feed  him  what  he  wants  when  he  is  convalescing  from  typhoid  fever. 

Any  judgment  based  upon  data  such  as  that  mentioned  above  is  super- 
ficial and  unscientific.  If  we  are  to  know  the  abilities  and  disabilities  of 
a  child,  we  must  go  to  the  sources  of  such  abilities  and  disabilities,  and 
these  often  are  so  deeply  hidden  in  the  nature  of  the  child  that  they  are 
difficult  to  discover.  They  are  very  frequently  unknown  to  the  child  himself. 
Dr.  G.  Stanley  Hall  says  that  probably  nine-tenths  of  human  behavior  has 
its  origin  in  the  subconscious.  Much  that  an  individual  can  do  or  cannot 
do  is  determined  by  his  emotional  and  tempermental  nature. 

Two  factors  that  enter  most  prominently  in  an  individual's  chance  for 
success  in  any  vocation  are  his  nature  and  his  nurture.  By  nature  we  mean 
his  original  endowment;  by  nurture,  his  education  and  environment.  Every 
individual  has  a  potential  ability,  either  positive  or  negative,  for  every 
vocation.  The  degree  of  success  possible  in  any  vocation,  therefore,  will 
be  determined,  in  the  main,  by  the  nature  of  the  individual,  the  nature  of 
his  education,  and  the  requirements  of  the  vocation. 

What  then,  should  the  vocational  counselor  know: 

1.  About  the  child  (not  from  the  child)  ?  He  should  have  as  much 
data  as  possible  on  the  physical,  mental  and  tempermental  nature 
of  the  child.  He  should  have  immediate  facts,  not  opinions,  con- 
cerning his  behavior,  heredity,  home  environment,  social  environ- 
ment, and  education. 

2.  About  each  vocation  or  type  of  vocation?  He  should  know 
something  of  the  number  of  persons  needed,  the  probable  future 
needs,  the  opportunities  for  development,  the  hazards  involved, 
the  salaries  paid,  etc.,  but  most  important  of  all,  and  that  which 
has  usually  been  neglected,  is  what  does  the  vocation  demand  in 
physical,  mental,  and  tempermental  traits  of  the  individual  who 
is  to  be  successful  in  it? 

Scientific  data  both  with  reference  to  the  child  and  the  vocation  has 
been  seriously  lacking  in  most  cases  in  the  past. 

We  do  not  know  much  but  we  do  know  some  things  with  reference 
to  the  mental  capacity  necessary  to  success  in  certain  occupations. 


228  SUPERINTENDENT'S    ANNUAL     REPORT 

1.  There  are  many  types  of  work  that  can  be  done  successfully  by 
feeble-minded  individuals— hauling  loads,  mowing  grass,  sawing 
wood,  digging,  etc. 

2.  There  are  other  types  that  do  not  require  much  reasonin-:.  These 
can  be  done  successfully  by  individuals  who  are  very  dull  men- 
tally— standardized  mechanical  piece  work,  supervised  agricul- 
tural labor,  types  of  laundry  work,  street  sweeping,  etc 

3.  Individuals  with  very  ordinary  intelligence  coupled  with  personal 
traits  of  honesty,  truthfulness,  promptness,  quickness,  polita 
etc.,  may  be  successful  as  motormen,  conductor-,  sold 

etc. 

4.  Keen  intelligence  with  good  powers  of  judgment  and  reasoning 
are  usually  required  in  business  and  professional  occupation-. 

In  all  of  these,  however,  other  factors  aside  from  intelligence  may 
play  the  controlling  part  as  the  determinant  of  success;  for  example,  sym- 
pathy, combativeness,  loyalty,  speed,  nervousness. 

Individuals  belonging  in  Class  1,  the  feeble-minded,  can  be  d 
early  by  means  of  psychological  tests.    Their  direction  into  form-  of  useful 
work  appropriate  to  their  degree  of  defect   is  a  civic  obligation  and  an 
industrial  economy. 

So  far  as  general  mental  level  is  concerned,  the  types  of  intellect  com- 
mon to  the  other  three  classes  of  vocation-  can  also  be  dim  early 
in  youth  by  means  of  psychological  tests. 

However,  general  intelligence  level  is  not  an  infallible  guide.     Mam 
an  individual  whose  general  ability  is  low,  succeeds  in  life  l>ecau-e  of  MMM 
special  ability;  many  another  whose  general  ability  i>  high,  fail-  DC 
of  some  special  disability.    It  is  unfortunate  that  our  schooll  Mated 

in  such  a  manner  that  disabilities  are  easily  discovered  and  individual-  beU 
back  because  of  them,  while  special  abilities  are  seldom  given  tlic  attention 
which  they  deserve. 

I  know  a  young  man  who  was  prevented  from  graduation  and  made  to 
work  one  whole  year  longer  in  H.  S.  simply  because  be  could  not  -pell, 
and  could  not  write  good  compositions.  Tests  revealed  spelling  a-  a  dis- 
ability of  this  boy,  although  he  had  a  mechanical  ability  which  irought 
for  him  immediately  after  graduation  double  the  salary  which  any  of  his 
teachers  earned. 

What  place  have  psychological  tests  in  vocational  guidan 

When  given  in  the  primary  grades  psychological  tests  irill  reveal  those 
children,  about  5%  of  all,  who  stand  little  chance  of  ever  being  al 
pass  5th  grade  work  successfully.    They  will  reveal  another  group  about, 
20  to  25%  of  all,  who,  because  of  mental  Blowness,  or  mental  instability 
stand  small  chance  of  finishing  8th  grade  work. 

Here  are  two  huge  problems  for  vocational  guidance. 

These  people  are  going  to  live  in  society.     Tnej    can   do  work  but 
unfortunately,  they  usually  make  work  for  other-  to  do.  From  tl, 
come  the  largest  percentage  of  our  crime  and  pauper,-,,,.     Their  common 
trail  is  from  Educational  misfits  to  Vocational  misfits,  to  social  misfits    to 


VOCATIONAL  AND  EDUCATIONAL  GUIDANCE  229 

anti-social  feeling,  recklessness  and  crime.  The  individual  who  lacks 
proper  adjustment  to  his  vocation  becomes  dissatisfied  and  his  natural 
tendency  is  either  to  charge  against  society  or  to  become  a  charge  of 
society. 

Let  me  give  you  one  example. 

William  came  last  week  for  a  work  permit.  I  was  asked  to  test  him 
and  to  give  my  recommendation.  William  was  15  years,  11  months  old, 
his  mental  age  was  ten  years.  Altho  he  has  spent  nine  years  in  the  schools 
of  Oakland,  he  has  only  reached  the  high  5th  grade.  He  has  very  poor 
rote  memory,  can  not  name  the  months  of  the  year,  nor  can  he  subtract 
4  from  10  or  5  from  24,  yet  for  the  past  four  years  this  boy  has  been 
Straggling  with  fractions.  He  can  do  work  with  his  hands  with  concrete 
mat. -rial  very  satisfactorily.  He  has  good  language  ability,  is  kind,  is 
strong  physically.  School  has  been  a  burden  to  him  but  now  he  has 
reached  the  compulsory  age  limit  (16)  and  freedom. 

The  family  history  makes  William's  case  only  more  pathetic.  Father, 
American,  uncontrolled  temper — roving  disposition — alcoholic — unsteady 
in  labor — with  strain  of  both  feeble  mindedness  and  insanity  in  his 
immediate  ancestry.  He  deserted  the  mother  and  six  children  four  years 
ago  and  has  not  been  heard  of  since. 

Mother — slow,  earnest,  but  emotional,  South  European.  Says  that 
the  boy  has  been  good  and  kind  and  persistent  in  work  when  pleased,  but 
is  easily  angered  and  is  then  "impossible."  William  is  large,  well  built, 
good  looking  and  talks  well,  has  good  manners.  He  can  get  a  job  easily, 
but  has  never  been  able  to  keep  one  but  a  few  days.  The  mother  reported 
one  employer  as  saying  that  he  didn't  want  a  boy  who  had  to  be  told 
every  hour  what  to  do.  William  is  getting  restless,  more  irritable  at  home 
— stavs  away  from  home  more  at  nights,  is  running  with  bad  company 
and  the  mother  is  afraid  to  attempt  to  do  anything  with  him  for  fear  of 
his  violent  temper. 

I  ask  you  what  is  there  in  store  for  William  now  in  Oakland?  Five  or 
seven  years  ago  a  psychological  test  would  probably  have  revealed  the  boy  s 
abilities  and  disabilities  as  well  as  it  does  now.  Then  he  liked  to  dig  and 
work  on  the  farm  and  in  the  garden.  Educational  guidance  and  vocational 
guidance  at  that  time  would  have  stood  some  chance  of  making  him  a 
self-supporting  and  law  abiding  citizen  on  the  farm.  He  now  constitutes  a 
social  danger  with  serious  prospects  of  becoming  an  early  charge  on  the 
state. 

There  are  dozens  of  cases  in  Oaklanp!  similar  to  this  one  only  differing 
in  degree.  It  seems  to  me  this  is  one  of  the  fields  for  vocational  guidance. 
But  there  are  the  other  problems  with  those  who  are  bright  and  capable 
mentally,  and  those  who  are  superior.  They  cause  little  trouble  in  the 
grades. 

When  the  7th  grade  is  reached  there  are  the  elective  courses  of  the 
Junior  High  School.  In  the  Vocational  School — are  electives.  Greater 
electives  are  offered  in  the  Senior  High  School.  Shall  it  be  the  Commer- 
cial, English,  Scientific  or  Classical  course?     Then  comes  the  college  or 


230  SUPERINTENDENT'S    ANNUAL    REPORT 

University  with  all  of  its  electives.  How  can  the  individual  select  wisely 
his  path  in  this  labyrinth  of  ways.  Usually  he  can't.  Did  you  and  I 
know  when  we  trod  that  labyrinth  what  way  or  ways  our  natures  best 
fitted  us  for?  I  answer  for  most  of  us,  NO.  We  probably  don  t  know 
yet.  What  time  might  have  been  saved  and  what  pitfalls  and  blunders 
avoided  had  science  revealed  to  us  earlier;  even  a  few  of  the  abilities  or 
disabilities  in  our  natures  which  were  unknown  or  unrealized  by  us. 

All  along  this  path  of  life  the  vocational  counselor  can  be  a  boon  com- 
panion indeed,  provided  he  knows  the  individual  and  also  knows  the  roads, 
(vocations)  and  where  they  lead.  The  machinery  is  already  available 
whereby  he  can  know  the  individual  quite  thoroughly,  but  this  has  been 
little  used  in  the  past.  As  a  child  passes  thru  the  grades  the  school  has 
many  opportunities  to  observe  his  reactions  to  all  sorts  of  tests  and  condi- 
tions of  life. 

Now  comes  the  key  note  of  my  proposal.  Let  us  begin  a  study  of  the 
child  when  he  enters  the  first  grade  and  continue  such  study  as  long  as  he 
is  with  us.    Let  Us  keep  our  data  in  available  and  usable  form. 

Psychological  tests  can  be  given.  Evidence  of  abilities  and  disabilities 
can  be  carefully  noted  and  checked  up  by  the  teacher.  Teacher-,  guided 
by  the  physician  and  the  psychologist,  can  easily  be  trained  to  note  cer- 
tain types  of  behavior  which  are  of  tremendous  importance  both  for 
immediate  educational  guidance  and  for  future  vocational  guidance.  I 
wonder  if  some  time  spent  in  studying  and  marking  habits,  persona]  traits, 
and  behavior  in  the  large  sense  of  that  term  would  not  be  B8  productive 
of  educational  results  as  is  some  of  the  time  spent  in  making  present  marks 
of  l's,  2's  and  3's  for  accomplishment  in  subject  matter? 

The  health  department  makes  a  physical  examination  of  each  child 
annually  or  bi-annually,  and  records  the  results  on  blank-  that  arc  filed 
away  and  soon  lost  to  use.  I  am  not  criticizing  anyone  or  any  department. 
Most  of  us  are  guilty  of  gathering  much  useful  data  onlv  to  make  little 
or  no  use  of  it.  The  teacher,  the  attendance  officer,  the  doctor,  or  nurse 
frequently  visits  a  home  where  valuable  information  concerning  home 
environment  and  heredity  are  noted  soon  to  be  dropped  out  of  memory 
and  lost  so  far  as  helping  the  child  is  concerned. 

Blanks  could  be  devised  easily  whereby  all  such  data  could  be  kept 
in  brief  and  available  form.     Such  a  record  would  be  of  untold  import- 
ance to  the  trained  vocational  counselor  when  he  is  called  upon  to  g 
guidance. 

Time  will  permit  me  merely  to  mention  some  of  the  scientific  methods 
now  being  employed  in  selecting  men  and  women  for  vocations. 

Industries  where  many  people  are  employed  are  using  psychiatrical  and 
psychological  tests  to  determine  the  fitness  of  the  nervous  system  and  the 
mind  of  each  applicant.  They  find  it  pays.  The  U.  S.  army  and  navy 
are  employing  physicians  and  psychologists  in  order  to  eliminate  those 
men  suffering  from  nervous  and  mental  diseases,  and  likewise  to  grade 
those  who  remain,  in  their  ability  to  take  training  for  the  more  respon- 
sible positions. 


VOCATIONAL  AND  EDUCATIONAL  GUIDANCE  231 


SUMMARY 

Scientific  methods  as  applied  to  vocational  guidance  are  based  upon  the 
principle  of  individual  differences.  Investigation  and  cataloging  of  these 
differences  must  begin  early  if  time  is  to  be  saved  and  anti-social  attitude 
prevented.  Guidance  must  take  into  account  special  abilities  and  special 
disabilities.  The  individual  who  has  a  disability  should  not  thereby  be 
prevented  training  along  the  line  of  his  ability,  e.  g.,  failure  in  spelling 
prevent  his  progress  in  other  subjects.  There  has  been  a  strong  tendency 
in  education  to  recognize  the  bad  and  hold  back,  rather  than  select  the 
good  and  move  ahead.     Vocational  Guidance  should  help  to  remedy  this 

tendency. 

Many  people  of  low  grade  mentality  still  have  special  abilities  of  such 
social  significance  that  there  is  strong  possibility  of  successful  adjustment 
to  life.  The  greatest  good  to  the  individual  and  to  society  will  come  from 
discovering  the  task  for  which  each  is  best  fitted  and  giving  educational 
and  vocational  direction  accordingly. 

Every  individual,  be  he  subnormal,  normal,  or  superior,  needs  voca- 
tional guidance.  In  our  efforts  to  offer  scope  for  the  individual  to  adapt 
himself  to  capacity  we  have  formed  ungraded  and  special  classes,  Junior 
and  Senior  high  school,  advancement  by  subject  rather  than  by  grade, 
courses  in  Household  arts,  commercial,  industrial  and  agricultural  sub- 
jects, but  these  are  not  enough.  Diagnosis  of  capacity  and  fitness  is  needed. 
Before  we  can  fit  the  proper  peg  into  the  proper  hole  we  must  know  the 
nature  of  both  the  peg  and  the  hole. 

1.  Medico-Psychological  tests  constitute  one  source  of  data  that  must 
be  recognized  if  vocational  guidance  reaches  the  goal  of  success  which  it 
deserves. 

2.  The  teacher,  the  nurse,  the  attendance  officer  and  others  may  add 
much  data  of  importance  if  trained  to  note  types  of  reactions  and  behavior 
that  are  significant  from  the  time  the  child  enters  school. 

3.  All  data  must  be  kept  as  a  cumulative  record  to  be  available  when 
needed. 

4.  The  vocational  counselor  must  be  willing  to  harmonize  the  data 
concerning  the  individual  and  the  vocation  which  scientific  research  has 
made  possible  if  his  vocation  is  to  be  worthy  of  the  title  "Guidance." 

We  are  fighting  to  make  the  world  safe  for  democracy.  We  must  fight 
in  a  different  way  to  make  education  and  vocation  recognize  individual 
differences  that  will  make  our  own  people  safe  for  democracy. 


232 


SUPERINTENDENT'S    ANNUAL    REPORT 


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234 


SUPERINTENDENT'S    ANNUAL    REPORT 


Table  No. 

23 

OAKLAND'S  GROWTH— AM)  ITS  SCHOOLS  BY  DECADES 

Fiscal  Year 

Ending 

July 

Population 
by  U.  S. 

Census 

City 

Assessed 
Valuation 

No 

Total  School 
Enrollment 
All  Schools 

Average  Daily 
Attendance 
All  School. 

Total 

Clan 

Teacher* 

1853 

1001 

No  record 

i  record 

16 

I. 

1860 

1549 

No  record 

130 

58 

2 

1870 

10500 

No  record 

1410 

735 

10 

1880 

34555 

$  28,348,778 

6125 

1963 

127 

1890 

48682 

35,843,979 

9565 

6372 

155 

1900 

66960 

43,275,381 

11976 

8512 

J  10 

1910 2 

150174 

107,793,550 

17621 

12919 

1917 

206402 

144,271,100 

40946 

25?-: 

847.3 

1918 

246519  > 

148,571,000 

4821  1 

27304 

933.4 

1  Estimated. 

2  For  the  year  1910,  only  the  Total  Population  includes  the  annex- 
ation of  1909. 


Table  No.  24 
ENROLLMENT  AND  NUMBER  OF  SCHOOL  DAYS 


9.4% 

103.7':; 

17.7% 

Year 

Kindergartens 

Elementary  Schools 
Day                  Evening 

Second 
Day 

ir\    ^rhool« 

1  >  i  iiiiij 

Total 
enroll- 
ment all 

~rhool. 

•f 

1910-11 

209 

18297 

977 

2480 

None 

21963 

I'M 

1911-12 

203 

20274 

1260 

2690 

M 

21427 

191 

1912-13 

458 

21247 

1185 

3140 

M 

26030 

193V2 

1913-14 

871 

22912 

1884 

3354 

K 

29021 

18-4 

1914-15 

1934 

24351 

2367 

4045 

M 

32697 

186y2 

1915-16 

2446 

24811 

1390 

4727 

1299 

34673 

188 

1916-17 

2489 

26237 

2002 

5298 

4920 

40946 

189 

1917-18 

3199 

27598 

1594 

5798 

10025 

48214 

189 

Increase 

Over  Last 

Year 

28.5% 

5.2% 

20.37c  * 

9.4% 

103.7% 

17.7% 

*  Decrease. 

It  is  noteworthy  that  the  most  marked  increase  is  in  the  Kindergarten 
and  in  the  Evening  Secondary  Schools.  The  Evening  Elementary  Schools 
show  a  decrease. 


RESEARCH  AND  MEASUREMENT 

Table  No.  25 
AVERAGE   DAILY  ATTENDANCE 


235 


Year 

Kindergartens 

Elementary  Schools 

Secondary  Schools 

Average 
Daily 

Da; 

Evening 

Day 

Evening 

Attendance 
All  Schools 

1910-11 

83 

14834 

122 

2170 

None 

17209 

1911-12 

92 

15621 

130 

2363 

CC 

18206 

1912-13 

203 

16425 

124 

2299 

(« 

19051 

1913-14 

360 

17874 

185 

2597 

u 

21016 

1914-15 

718 

18998 

205 

3089 

u 

23010 

1915-16 

1136 

19595 

113 

3562 

119 

24525 

1916-17 

1139 

20208 

152 

3894 

404 

25797 

1917-18 

1440 

20804 

122 

4221 

717 

27304 

Increase 

Over  Last 

Year 

26.4% 

2.9% 

19.7 

8.4% 

77.4% 

5.8% 

Decrease 


Table  No.  26 
NUMBER  OF  CLASS  TEACHERS  EMPLOYED 


Total  No. 

Year 

Kindergartens 

Element; 

■ry  Schools 

Secondary  Schools 

of  Class 

Day 

Evening 

Day 

Evening 

Teachers 
All  Schools 

1910-11 

3 

384 

15 

87 

None 

489 

1911-12 

3 

397 

15 

93 

« 

508 

1912-13 

7 

430 

15 

100 

U 

552 

1913-14 

12 

478 

19 

117 

a 

626 

1914-15 

20 

519 

21 

146 

a 

706 

1915-16 

30 

549 

11.4 

170.7 

9.4 

770.5 

1916-17 

30 

580 

16 

189 

32.3 

847.3 

1917-18 

40 

610 

13.2 

210 

60.2 

933.4 

Increase 

Over  Last 

Year 

33.3% 

5.2% 

17.5%  * 

11.1% 

86.3% 

10.1% 

tOwing  to  varying  methods  of  counting  "class  teachers"  this  table  is  only  approxi- 
mately correct.  During  the  last  four  years,  the  numbers  represent  the  average  of 
the  number  employed  during  each  of  the  ten  months  of  the  year.  Manual  training, 
instrumental  music,  and  other  non-class  teachers  are  not  counted  in  the  Elementary 
Schools.  In  the  High  Schools,  all  teachers,  including  librarians  and  pianists,  are 
counted.  Supervising  principals,  clerks,  and  vice-principals  who  do  not  teach  are 
not  included.  Domestic  Science  teachers  were  non-class  teachers  prior  to  1915-16. 
In  every  case  teachers  are  counted  only  for  the  portion  of  time  which  they  give. 
*  Decrease. 


236  SUPERINTENDENT'S    ANNUAL    REPORT 

Table  No.  27 
NUMBER  OF  PUPILS  PER  CLASS  TEACH  I  B 

(Based  on  Average  Daily  Attendance) 


Kindergartens 


Elemental?  School.  S«eond.rr  Srhool. 

Day  Evfnnn  Day r  .mm. 


1910-11  27.6  38.6  16.3  21.9 

1911-12  30.6  39.3  17.4 

1912-13 

1913-14 

1914-15 


29.0  38.1  16.5  23.0 

30.0  37.4  19.  t 

35.2  36.6  19.2  21.1 


1915-16  37.8  35.6  19.8 
1916-17  37.9  34.8  19.0 
1917-18  36.0  34.1  18.4  20.1  21.4 29.2 

•The   average    (last   column i    where    Kindergarten*,    Da 
Schools  and  High  Schools  are  thrown  together   •  little,   'f  MR 

significance. 

Recent  years  show  a  slight  tendency  to  decrease  the  numlxr  of  pvpill 
per  class  teacher. 


Table  No.  28 

ASSESSED  VALUATION    SUBJE4  I     IX)  LOCAJ 

TAXATION 


Valuation 

Valuation 

1,„,  m..i<h 

Year 

Shown  by 

Sh*WI  t,T 

f  •■innlrj 

P.c    1 

City  Assessor 

•  lion 

I  \lll 

1910-11  $127,548,050  $117,344^24  159,601 

1911-12  116.881,725  109,124,037  L67,401 

1912-13  129,467,400  127,156,828  175,201             \A 

1913-14  137,727,750  133,823,778  1&3.<«U            1." 

1914-15  141,691,600  135,592^27  190,1                   1 .  |fl 

1915-16  142,914,775  138.7ru.JJn  196,602            1 .  19 

1916-17  144,839,340  138,393,205  206,402            L,40 

1917-18  143,571,000  140,154,990  246.519            1.2' 

Increase 

Over  1916-17  2.6%                      1..V                 19 


RESEARCH  AND  MEASUREMENT 


237 


238 


SUPERINTENDENT'S    ANNUAL    REPORT 


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RESEARCH  AND  MEASUREMENT 


243 


244 


SUPERINTENDENT'S    ANNUAL    REPORT 


Table  No.  36 

Salaries  Paid  Superintendents  of  Schools  in  Twenty-five  (  iti« 

of  200,000,  and  Over. 


1.  Detroit 

5,000 

2.  Cleveland 

112,000 

3.  Chicago 

>fooo 

4.  New  York 

110,000 

5.  Cincinnati 

110 

6.  Jersey  City 

>    ').(MK) 

7.  Philadelphia 

.IMHI 

8.  Pittsburg 

S  9,000 

9.  Los  Angeles 

10.  St.  Louis 

s  ;;.o<  x» 

11.  Seattle 

12.  Newark 

..-.lit) 

13.  OAKLAND 

i 

14.  Milwaukee 

Median 

15.  Denver 

$    7.«MH) 

16.  Buffalo 

$  7,1 

17.  Rochester 

?    (,..-,(  HI 

18.  Washington,  D.  C... 

19.  Minneapolis 

1 

20.  New  Orleans.... 

S  5.  Jui) 

21.  Louisville 

S  5 

22.  Baltimore 

s  s 

23.  St.  Paul 

^     .-,  DIM) 

24.  Providence 

1 

25.  San  Francisco.. 

S   1  mo 

Average  Salary,  $7,556 


RESEARCH  AND  MEASUREMENT 


245 


Table  No.  37 

Salaries  Paid  Assistant  Superintendents  of  Schools  in  Twenty- 
five  Cities  of  200,000  and  Over. 


1.  New  York 

2.  Chicago 

3.  Detroit 

4.  St.  Louis 

5.  Jersey  City 

6.  Cleveland 

7.  Newark 

8.  Philadelphia 

9.  Minneapolis 

10.  Rochester 

11.  Pittsburg 

12.  Seattle 

13.  OAKLAND 

14.  Milwaukee 

15.  Denver 

16.  Cincinnati 

17.  Los  Angeles 

18.  Washington,  D.  C... 

19.  New  Orleans 

20.  San  Francisco 

21.  Buffalo 

22.  Baltimore 

23.  Providence 

21.  St.  Paul 

25.  Louisville 


Medh 


$5,750 
$5,500 
$5,100 
$5,000 
$5,000 
$4,640 
$4,500 
$4,050 
$4,000 
$4,000 
$4,000 
$4,000 
$4,000 
$3,960 
$3,850 
$3,750 
$3,550 
$3,250 
$3,150 
$3,000 
$3,000 
$2,950 
$2,660 
$2,400 
$2,000 


Average  Salary,  $3,880.88 


246 


SUPERINTENDENT'S    ANNUAL     REPORT 


Table  No.  38 

Salaries  Paid  Business  Managers  of  Schools  in  Fourteen  Cities 
Cities  of  200,000  and  Over. 


1.  Chicago 

2.  Milwaukee... 

3.  Detroit 

4.  Cleveland 

5.  Pittsburg 

6.  Cincinnati.... 

7.  Minneapolis. 

8.  Los  Angeles.. 

9.  Louisville 

10.  Seattle 

11.  OAKLAND 

12.  Buffalo 

13.  Baltimore. 

14.  St.  Paul 


Medi 


inn 


Q]i!.000 
.000 

S  5.000 
,000 

.000 

■ .  -.i  N  i 


l.J.-.H 

I.JMII 

1,000 

3,600 
3,300 
:;.<M(o 
2,400 
2,000 


Average  Salary.  $4,446.42 


RESEARCH  AND  MEASUREMENT 


247 


Table  No.  39 

Showing,  for  the  Thirty  United  States  Cities  of  200,000  or  More, 

the  Ratio  to  the  Total  Budget  (Exclusive  of  Outlay  (1)  of 

the  Expenses  of  the  Board  of  Education  and 

Business  Offices;  (2)  of  the  Expenses  of 

the  Superintendent's  Office  1915-16.* 


Board  of  Education 

and 

Business  Offices 

%  of  Budget 

1.  Louisville  3.80 

2.  St.  Louis 3.64 

3.  Pittsburg 3.43 

4.  Los  Angeles 3.37 

5.  Portland  3.27 

6.  Cleveland  3.06 

7.  Kansas  City 3.06 

8.  Philadelphia 2.99 

9.  Boston 2.89 

10.  Indianapolis  .  2.84 

11.  Chicago 2.46 

12.  Seattle 2.37 

13.  San   Francisco 2.18 

14.  Newark,  N.  J .  2.12 

15.  Minneapolis median  1.84 

16.  Rochester  1.82 

17.  Denver    1.67 

18.  Detroit    ....  1.54 

19.  Cincinnati  1.47 

20.  Columbus  1.37 

21.  OAKLAND  1.25 

22.  New  Orleans  1.22 

23.  New  York  City 1.16 

24.  Milwaukee   1.10 

25.  Washington,  D.  C 97 

26.  Baltimore  87 

27.  St.   Paul 79 

28.  Providence  .77 

29.  Buffalo  61 

30.  Jersey  City 59 

*  Figures  based  on  Report  of  the 
cation,  1917. 


Superintendent's  Office 

%  of  Budget 

1.  Pittsburg 4.24 

2.  Jersey  City 2.13 

3.  Buffalo  2.07 

4.  Boston 2.01 

5.  Newark  1.98 

6.  St.  Louis 1.85 

7.  Philadelphia 1.76 

8.  Minneapolis  1.67 

9.  Kansas  City  1.65 

10.  Portland  1.63 

11.  Baltimore  1.60 

12.  New  York 1.60 

13.  Detroit    1.42 

14.  New   Orleans 1.41 

15.  Milwaukee median   1.39 

16.  Cleveland  1.36 

17.  Chicago 1.33 

18.  Indianapolis  1.32 

19.  Seattle 1.32 

20.  San  Francisco  1.30 

21.  St.  Paul  1.22 

22.  Providence  1.19 

23.  Cincinnati  1.18 

24.  Louisville  1.17 

25.  OAKLAND  1.10 

26.  Rochester  1.03 

27.  Columbus  1.00 

28.  Denver   95 

29.  Los  Angeles  90 

30.  Washington,  D.  C 83 

United  States  Commissioner  of  Edu- 


! 
LOS  AN 


TRIBUNE  PUB.    «•. 


PRIMTCM,     0»«l«lli 


Syracuse,  N.  Y. 
PAT  JAN  21.  I9C8 


UC  SOUTHERN  REGION 


LITY 


L  007  114  183"  2 


AA    000  791  092    o 


University  of  California 

SOUTHERN  REGIONAL  LIBRARY  FACILITY 

305  De  Neve  Drive  -  Parking  Lot  17   •   Box  951388 

LOS  ANGELES,  CALIFORNIA  90095-1388 

p^rr^thi^material  to  the  library  from  which  it  was  borrowed. 


OCT  0  8  aw 


nn 


J  A 


